Teachers’ innovative change within countrywide reform: a case study in Rwanda |
| |
| Authors: | Alphonse Uworwabayeho |
| |
| Institution: | (1) Kigali Institute of Education, Kigali, Rwanda;(2) University of Bristol, Bristol, UK |
| |
| Abstract: | This article presents practical perspectives on mathematics teacher change through results of collaborative research with
two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006
national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use
of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’
awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred
to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student
learning. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
