Teachers’ Innovative Change within Countrywide Reform: A Case Study in Rwanda

From Section:
Trends in Teacher Education
Oct. 30, 2009

Source: Journal of Mathematics Teacher Education, Volume 12, Number 5 / October 2009, p. 315-324.

(Reviewed by the Portal Team)

This article presents practical perspectives on mathematics teacher change through results of collaborative research in order to improve the teaching and learning of mathematics in Rwanda.
The article is a case study looking at issues around developing teachers’ use of interactions in mathematics classrooms independently of the national programme.

The 2006 national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies


Two mathematics teachers teach mathematics in senior two/grade 8 and senior three/grade 9 at ordinary level.
The teachers are certified from two different institutions of higher learning for teaching Mathematics and Physics at secondary level and have 2 and 3 years experience, respectively.

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.

Updated: Mar. 09, 2022
Case studies | Educational change | Innovation | Mathematics teachers | Secondary school teachers | Teaching methods