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Implications of Using Reflective Pedagogy and Integrating Technology in Rwandan Teacher Training to Improve Mathematics Proficiency
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Hashituky Telesphore Habiyaremye; Celestin Ntivuguruzwa; Philothere Ntawiha – Cogent Education, 2024
This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433 Year 2 TTC students in the Science and Mathematics Education program using a quasi-experimental…
Descriptors: Foreign Countries, Mathematics Instruction, Pedagogical Content Knowledge, Teacher Education
Application of Interactive Software in Classrooms: A Case of GeoGebra in Learning Geometry in Secondary Schools in Uganda
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Marjorie Sarah Kabuye Batiibwe – Discover Education, 2024
The incorporation of subject-specific technologies in teaching and learning mathematics has been extensively investigated in different areas outside Uganda. The benefits are extensive, although the adoption of these technologies has been threatened by teachers needing help to apply them effectively for instruction. While this alone would aptly…
Descriptors: Secondary School Students, Technology Integration, COVID-19, Pandemics