Advertisement

ICT Integration in Mathematics Teaching and Learning: Insights from East Africa

Chapter
  • 632 Downloads
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

In order to prepare young people for participation in the technological and knowledge driven society, policy makers in the East African countries are emphasizing the use of ICT to transform the economy from subsistence agriculture to a knowledge-based economy. With this perspective, teacher training in ICTs should not just be about using new technologies but also about why and when to use them in transforming teaching and learning practices. For example, objectives of the Rwandan ICT in Education Policy Statement include developing teachers’ capacity and capability in and through ICT at all school levels. It is against this objective, the present chapter aims at analyzing what level of use of ICT is currently supporting the teaching and learning of mathematics in basic education in Eastern Africa region with illustrating examples from Rwanda. Whilst ICT helps teachers for demonstrations and presentations of their material, group work enhances the learning collaboration; thus breaking away from the practice of talk and chalk that is mostly teacher-centred to a more learner-centred teaching approach. The case study of Rwanda raises important questions for harmonization of mathematics education in the East Africa region.

Keywords

Mathematics Teacher Teacher Professional Development Dynamic Geometry East African Country Classroom Scenario 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT and pedagogy: A review of the research literature. London: DfES.Google Scholar
  2. Day, C. (1999). Developing teachers: The challenge of lifelong learning. London: Falmer Press.Google Scholar
  3. EdQual(2014). EdQual, a research programme consortium on implementing education quality in low income countries: Final report 05-11. Bristol, UK: EdQual.Google Scholar
  4. Hennessy, S., Onguko, B., Harrison, D., Ang’ondi, K. E., Namalefe, S., et al. (2010). Developing the use of information and communication technology to enhance teaching and learning in East African schools: Review of the literature. Cambridge, UK: Faculty of Education.Google Scholar
  5. Hooker, M. (2009). How can I encourage multi-stakeholder narrative and reflection on the use of ICT in teacher professional development programmes in Rwanda? Educational Journal of Living Theories,2(3), 324–364.Google Scholar
  6. Laborde, C. (2001). Integration of technology in the design of geometry tasks with Cabri-geometry. International Journal of Computers for Mathematical Learning,6, 283–317.CrossRefGoogle Scholar
  7. MINECOFIN. (2003). Vision 2020. Kigali: Republic of Rwanda.Google Scholar
  8. MINECOFIN (2007). Economic development and poverty reduction strategy 2008–2012. Kigali: Republic of Rwanda.Google Scholar
  9. MINEDUC. (2010). Education sector strategic plan 2010–2015. Kigali: Republic of Rwanda.Google Scholar
  10. Rubagiza, J., Were, E., & Sutherland, R. (2011). Introducing ICT into schools in Rwanda: Educational challenges and opportunities. International Journal of Educational Development,31, 37–43.CrossRefGoogle Scholar
  11. Sutherland, R. (2007). Teaching for learning mathematics. Maidenhead, UK: Open University Press.Google Scholar
  12. Sutherland, R., Robertson, S., & John, P. (2008). Improving classroom learning with ICT. London: Routledge.CrossRefGoogle Scholar
  13. Swarts, P. & Wachira, E. M. (2010). Tanzania: ICT in education, situational analysis. Retrieved December 11, 2014 from http://creativecommons.org/licenses/by-nc-sa/3.0/
  14. Trucano, M. (2012). Evaluating one laptop per child (OLPC) in Peru. 2/26/2015. Retrieved February 21, 2015 from http://blogs.worldbank.org/edutech/olpc-peru2
  15. URTPC. (2003). Tanzania development vision 2025. Dar es Salaam: United Republic of Tanzania Planning Commission.Google Scholar
  16. Uworwabayeho, A. (2009). Teachers’ innovative change within countrywide reform: a case study in Rwanda. Journal of Mathematics Teacher Education,12(5), 315–324.CrossRefGoogle Scholar
  17. Uworwabayeho, A. (2012). Investigating Rwandan mathematics teachers’ shifts towards learner-centred approaches when using ICT: A participatory collaborative action-oriented inquiry. Unpublished PhD thesis, University of Bristol, UK.Google Scholar
  18. Uworwabayeho, A., Rubagiza, J., Olivero, F., & Sutherland, R. (2013). Participatory professional development: ICT and mathematics education in Rwanda. In L. Tikly & A. Barret (Eds.), Education quality and social justice in the south: Challenges for policy, practice and research (pp. 181–196). London: Routledge.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2016

Open Access This book was originally published with exclusive rights reserved by the Publisher in 2016 and was licensed as an open access publication in November 2020 under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this book or parts of it.

The images or other third party material in this book may be included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material or in the Correction Note appended to the book. For details on rights and licenses please read the Correction  https://doi.org/10.1007/978-3-319-27258-0_7. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Authors and Affiliations

  1. 1.School of EducationUniversity of Rwanda-College of EducationKigaliRwanda

Personalised recommendations