Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601197
Title: Investigating Rwandan towards learner-centred mathematics teachers shifts approaches when using ICT : a participatory collaborative action-oriented inquiry
Author: Uworwabayeho, Alphonse
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
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Abstract:
This study developed through a process of narrowing down the objectives from a wider EdQual project that was concerned with implementing basic education quality in low income countries, Rwanda included. It aimed at investigating a shift in mathematics teachers' practices towards more learner-centred classrooms, using ICT as a tool for learning. Research findings from the literature show that there are many challenges to developing a learner-centred approach to teaching. These challenges accrue from various sources and relate to the overall national context in which the teaching and learning occurs. This study was based on the view that ICT can be used to support learner-centred classroom interactions. In this approach the teacher plays more of a facilitator's role than an instructional role, thus supporting students' mathematical exploration. The overall research consisted of two studies, namely, Study 1 and Study 2. Observations from lessons taught by EdQual teacher partners within Study I showed that the use of ICT alone did not provoke teachers to shift from teacher-centred practices towards a more learner-centred approach to the teaching of mathematics. Based on these findings, participatory collaborative action-oriented inquiry was chosen as the research methodology in Study 2. Through teaching classes and communication between two teachers working in the same school and myself, we gave meaning to our practices. Data collected included researcher's diaries, video/audio-recorded lessons, and interviews and discussions with participant teachers. Depth analysis carried out using joint action theory in didactics of mathematics revealed that in contrast to Study 1, teachers in Study 2 did not present mathematical knowledge to students at the beginning of the lesson; rather they involved them in exploiting ICT to engage with the targeted knowledge. The overall study shows that an ICT-enabled participatory professional approach can support teachers to shift from teacher-centred practices towards a more learner-centred approach to the teaching of mathematics. However the thesis recognises that the question remains about how such a participatory model could be scaled up in Rwanda.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601197  DOI: Not available
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