Habiyaremye, Hashituky Telesphore
3 Publications in AERD
Author Publications
Export PDFMathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program
By Habiyaremye, Hashituky Telesphore
This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teaching. A lesson planning intervention framed within the technological and pedagogical content knowledge framework was provided to an experimental group of tutors. Then, after-intervention data were collected in the form of improved lesson plans, classroom observation, and student performance. This dataset is important for tutors, researchers, and policymakers to gain insights into the effectiveness of the implemented intervention, inform future educational strategies, and enhance the overall quality of mathematical teaching. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Implications of using reflective pedagogy and integrating technology in Rwandan teacher training to improve mathematics proficiency
By Habiyaremye, Hashituky Telesphore
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 design. Reflective Pedagogy was incorporated into MKT through structured lesson planning, observation, and feedback. Data collection included pre-and post-tests, teacher training, and item analyses of a mathematics performance test. Results indicated significant score improvements for both groups, with the experimental group excelling in algebraic expressions, probability, and mathematical modeling. Notably, the control group showed higher proficiency in understanding the inverse of a function, suggesting varying pedagogical impacts across mathematical concepts. Findings underscore the potential of MKT Reflective Pedagogy to enhance mathematics proficiency, offering insights for educational practitioners and policymakers in Rwanda and beyond. Targeted TPACK and Reflective Pedagogy training for TTC tutors is essential to foster innovative teaching approaches aligning with the goals of 21st-century education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators
By Ndihokubwayo, Kizito
In improving learning outcomes in education, we found a gap in available standard protocols to analyze pedagogical documents such as lesson plans. This study is a product of validated and reliable Lesson Plan Analysis Protocol (LPAP) supporting education stakeholders to get insight into the lesson plans (LPs) used in schools. The LPAP was found to be a valid and reliable tool that education evaluators can use to strengthen effective teaching in all grades of education. The protocol can also serve as teacher self-evaluation before lesson delivery. After validating it, we collected lesson plans to testing its usability and a qualitative survey for its inclusivity. We analyzed 36 among many collected lesson plans in two stages. We showed how to analyze averages for each of 27 LPAP items and how to analyze the mean scores for each lesson plan. We again collected reflection information from six researchers and found them appreciating the tool. Thus, LPAP is a useful tool to analyze taught or untaught lesson plans from any country and with any lesson plan format as it reserved some flexibilities to be modified to fit the context.
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