Teaching and Learning Mathematics Using Technology in Rwanda Basic Education Schools Amidst the COVID-19 Pandemic
Mathematics Education in Africa: The Fourth Industrial Revolution, Page: 263-277
2022
- 2Citations
- 13Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Book Chapter Description
In the Fourth Industrial Revolution era, many countries are investing in integrating technology into education, and Rwanda is not an exception. This chapter explores students’ and teachers’ self-efficacy, perceptions, and experiences on using technology in learning and teaching mathematics during the Covid-19 pandemic. Moreover, the study sought to reveal differences in technology use according to the participants’ backgrounds. To collect quantitative data, the study administered an online self-reported questionnaire to students and teachers in Rwanda in primary and secondary schools. The independent t-test and One-Way ANOVA enabled us to examine differences in technology use according to participants’ backgrounds. The findings revealed that most Rwandan primary and secondary mathematics teachers were not equipped with sufficient knowledge and skills to use technology during the covid-19 pandemic, causing them to find e-learning technologies inconvenient. In terms of technology use, using the t-test, it was observed that there were no significant differences at p > 0.05 between male and female students and teachers. Additionally, the study found that teachers with different educational qualifications and teaching experiences used technology similarly when teaching mathematics. In contrast, the t-test showed that there were substantial differences at p > 0.05 between rural and urban students’ and teachers’ use of technology in mathematics. This study recommends that mathematics teachers be continually trained to embrace new technologies that will equip learners with twenty-first-century skills.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85159027806&origin=inward; http://dx.doi.org/10.1007/978-3-031-13927-7_16; https://link.springer.com/10.1007/978-3-031-13927-7_16; https://dx.doi.org/10.1007/978-3-031-13927-7_16; https://link.springer.com/chapter/10.1007/978-3-031-13927-7_16
Springer Science and Business Media LLC
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know