Perceptions of Using Interactive Mathematics Software among Rwandan Primary School Teachers

Autor/inn/en	Uwineza, Innocente; Uworwabayeho, Alphonse; Yokoyama, Kenya
Titel	Perceptions of Using Interactive Mathematics Software among Rwandan Primary School Teachers
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2170113 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uwineza, Innocente) ORCID (Uworwabayeho, Alphonse) ORCID (Yokoyama, Kenya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2170113
Schlagwörter	Teacher Attitudes; Elementary School Teachers; Mathematics Instruction; African Languages; Translation; English; Teaching Methods; Barriers; Learning Processes; Educational Benefits; Technology Uses in Education; Computer Software; Information Technology; Class Activities; Gender Differences; Teaching Experience; Foreign Countries; Rwanda + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English language; Englisch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsertrag; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Geschlechterkonflikt; Ausland; Ruanda
Abstract	This study aimed to explore primary school teachers' perception of using Interactive Mathematics (IM) software in teaching and learning activities using qualitative interpretive phenomenology. It involved seven teachers non-randomly selected from the lower and upper primary with different gender and teaching experiences who participated in a semi-structured interview which took around 30 minutes on average for each interviewed teacher after the experimentation period. Data were collected by recording and writing in a notebook some key information using both English and Kinyarwanda languages to capture the maximum perception of teachers. Translation of Kinyarwanda answers to English and transcription followed by respecting the main interview questions. Three themes emerged: (1) the disadvantages of traditional teaching and learning of mathematics, (2) the benefits of aspects of ICT and interactive mathematics software, and (3) the challenges of using ICT and interactive mathematics software. Based on the findings, suggestions, and recommendations about the effective utilization of IM in classroom activities, as well as its integration into the curriculum, were discussed. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01