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All Journal Journal of Instructional Mathematics Journal of Research in Education and Pedagogy Journal on Mathematics Education
Mutarutinya, Vedaste
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Education Mathematics Social Sciences Other

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Exploring Pedagogical Practices in Mathematics Education Niyibizi, Onesme; Uwitatse, Marie Claudine; Kazinyirako, John Peter; Niyitegeka, Thierry; Mutarutinya, Vedaste
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.35

Abstract

This study aimed to investigate effective teaching strategies in mathematics education through a multi-method qualitative approach. Data were collected from two purposefully selected secondary schools, involving classroom observations, interviews with two mathematics teachers, and document analysis. The research sought to provide a comprehensive understanding of the teachers’ instructional methods, drawing on various data sources to explore how these methods influence student learning and engagement. In-depth interviews with the teachers provided rich insights into their beliefs, experiences, and motivations regarding mathematics education. These interviews allowed the teachers to reflect on the challenges they face, the factors shaping their teaching practices, and their strategies for engaging students. Classroom observations captured the day-to-day dynamics of teaching, offering a real-time view of how the teachers applied pedagogical techniques, managed classrooms, and interacted with students, while also highlighting the level of student participation and attention. Additionally, the study analyzed instructional materials, lesson plans, and assessments to assess how well the teachers’ practices aligned with curriculum objectives and educational standards. The findings revealed different approaches to mathematics instruction, revealing both the strengths and limitations of the methods employed. This research contributes to the growing body of knowledge on mathematics pedagogy in public secondary schools, offering valuable insights for future improvements and further research into enhancing teaching practices in the classroom.
Mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning Mukuka, Angel; Mutarutinya, Védaste; Balimuttajjo, Sudi
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.
Teachers' Perceptions of Continuous Professional Development in Innovative Mathematics and Science Teaching Niyibizi, Onesme; Uwitatse, Marie Claudine; Mutarutinya, Vedaste
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2152

Abstract

This qualitative study investigated teachers' perceptions of the Continuous Professional Development Certificate in Innovative Teaching of Mathematics and Science (CPD ITMS) in a selected public secondary school in Rwanda. The program was introduced to address longstanding challenges in STEM education, including outdated pedagogical practices, limited teacher training, and poor student engagement in mathematics and science subjects. Prior to the implementation of CPD ITMS, many teachers lacked the necessary skills to adopt innovative teaching methods, which negatively impacted student performance in STEM disciplines. Through interviews with four teachers, this study revealed that CPD ITMS positively influenced pedagogical skills and student outcomes by promoting more interactive and student-centered learning techniques. These improvements directly addressed the initial gaps in teacher preparation and student engagement, offering promising solutions to the challenges facing STEM education in Rwanda. However, the study also identified ongoing barriers such as time constraints and resource limitations, which delay the full implementation of the program. The findings emphasized the need for sustained school support and targeted policy reforms to enhance the effectiveness of CPD ITMS, thereby advancing STEM education. Addressing these challenges through clear policy directives and resource allocation is critical for future progress.
Co-Authors Balimuttajjo, Sudi Kazinyirako, John Peter Mukuka, Angel Niyibizi, Onesme Niyitegeka, Thierry Uwitatse, Marie Claudine