Abstract
The present chapter focuses on mathematics teacher professional development as an important process of a teacher’s contribution to learners’ achievements of learning outcomes. More specifically it describes the process of supporting mathematics teachers’ school-based professional development on applying mathematical instructional aspects in Rwandan primary schools. Participants to the research are 39 primary mathematics teachers from six purposively selected districts. This is in line with the implementation of competence-based curriculum whereby mathematics teachers are formally trained on active teaching and learning techniques. In their turn, the trained teachers are called to spread the acquired knowledge and skills to their fellows through community of practices, coaching and mentoring principles. Mathematics instructional aspects focused on include questioning, mathematics conversation, multiple representation, problem-solving, inclusive education, using learners’ errors and misconceptions, games, group work and use of resources. The chapter is based on data collected through lesson observations, interviews and structure questionnaire techniques. Findings reveal that questioning, group work, mathematical conversations and multiple representations of concepts are the most applied by participants in teaching and learning process and considered quite effective in ensuring high learning outcomes in mathematics at primary schools in Rwanda. The chapter also acknowledges the challenges of peer mentoring and coaching as well as peers’ attitudes towards participating in self-professional development and dissemination of the knowledge and skills gained from professional development programmes.
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Authors are grateful to VVOB-Rwanda for both financial and technical support to this study.
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Uworwabayeho, A., Nsengimana, T., Mutarutinya, V., Gafiligi, C.U., Vande Walle, S., Peeraer, J. (2021). Mathematics Teachers Professional Development Perceived to Improve Instruction and Learning Outcomes in Rwanda. In: Luneta, K. (eds) Mathematics Teaching and Professional Learning in sub-Sahara Africa. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82723-6_10
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