An inquiry into teachers' and students’ perspectives on the usefulness of technology in teaching and learning mathematics in teacher training colleges, Rwanda

Servilien Bimenyimana; Viateur Nizeyimana; Alphonse Habumuremyi; Martin Bazina; Godfree Magwenzi

doi:10.51867/AQSSR.2.3.28

Authors

Servilien Bimenyimana Institut Catholique de Kabgayi (ICK), Rwanda Author https://orcid.org/0009-0000-0974-0441
Viateur Nizeyimana Rwanda Polytechnic-Kigali College, Rwanda Author
Alphonse Habumuremyi University of Technology and Arts of Byumba (UTAB), Rwanda Author https://orcid.org/0009-0004-1440-6156
Martin Bazina Eastern African University of Rwanda, Rwanda Author https://orcid.org/0009-0006-5347-2281
Godfree Magwenzi Teacher Training College Muhanga (TTC MUHANGA), Rwanda Author

DOI:

https://doi.org/10.51867/AQSSR.2.3.28

Keywords:

Mathematics Teaching and Learning, Students’ Perspectives, Teachers’ Perspectives, Usefulness of Technology

Abstract

According to the current study, a major factor in determining how well students at Teacher Training Colleges (TTCs) learn mathematics is technology. The specific objectives were to determine the significance of technology use in mathematics classes and explore the opinions of teachers and learners regarding the value of technology in the teaching and learning of mathematics. Moreover, the study followed a phenomenological research design to investigate tutors’ and students’ perspectives on the usefulness of technology in the teaching and learning of mathematics in TTCs. Hence, a sample of 13 participants, including mathematics teachers and students of Science Mathematics Education (SME), was selected for this study under the purposive sampling procedure. The research was informed by constructivist theory, which affirms that someone can create his or her own knowledge through different activities. Selected participants provided qualitative data using an open-ended questionnaire, a semi-structured interview, and classroom observation. The data were analysed using a thematic analysis. Furthermore, the literature review and respondents’ data provided the basis for developing the study's two themes. The study's findings showed that using digital learning and technology to teach mathematics improves students' accountability. Therefore, the study recommends tutors of mathematics in TTCs make use of technology to improve students’ creativity and innovation through digital learning and use of technological tools.

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