Search results for: Uworwabayeho Alphonse
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The article presents practical perspectives on mathematics teacher change. It uses the results of collaborative research with two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. 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.
Updated: Dec. 23, 2009