Beliefs of secondary school mathematics teachers about problem solving skills and instruction practices
Date
2019-08
Authors
Dorimana, Aline
Uworwabayeho, Alphonse
Nizeyimana, Gabriel
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
Problem solving Skill is for long highly considered as a skill that negotiates with the complex
demand of 21st century labour market. Its importance is recognized by many countries around
the world, including Rwanda. This is reflected in national education systems whereby national
curriculums are consistently reviewed with regard to equip young children with problem solving
skills at all level of education. Concerning with the case of Rwanda, educational curriculum for
pre/primary and secondary levels are developed and reviewed at national level(Rwanda
Education Board, 2015). At glance, it is recognized that teachers are the key component in
allowing the learning to happen. The literature related to curriculum change points out that belief
and perceptions of teachers seem to have considerable effects on the nature of classroom practice
which is in line with student’s attitudes, beliefs and learning outcomes. Since the launch of the
competence based curriculum in Rwanda, few studies if any have been conducted to understand
how teachers perceive its requirements. The current study intends to provide insights about how
Rwandan mathematics teachers view problem solving in the teaching and learning of
mathematics after four years of the use of competence based curriculum that includes problem
solving skill among generic skills that learners must acquire during their schooling. Specifically,
the study will explore what upper secondary mathematics teachers believe and perceive about (a)
Mathematical problem solving (b) Problem solving instructions (C) Problem solving in
classroom practice (d) The kind of mathematics instruction emphasized in Rwandan Competence
Based Curriculum (e) Difficulties about problem solving. In addition, the study will give insight
on the relationship about beliefs and perceptions and classroom teaching practice. A
questionnaire, interview and classroom observation will be used for data collection.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Problem solving, Mathematics education, Classroom practices, Mathematics teachers