Teacher-student interactions for enhanced learning in upper secondary mathematics classroom

Abstract

<span>Interactive teaching practices in mathematics classrooms are encouraged to meet the learning potential. However, how it is applied in the classroom is still challenging. This paper uses evidence gathered from a large research project to contribute to the understanding of teacher-student interactions. It followed an interventional approach with two teachers and 82 students of two grade 11 classes from one school of Kayonza District in Rwanda. Data were collected through observations, video recordings, and field notes. Results revealed that there is a variety of ways to facilitate and keep interactive learning. These include asking purposeful questions and giving feedback. The quality of teacher facilitation (52%) and students' engagement (60%) were moderately high. However, there was little guidance from teachers in the problem-solving process and the classroom discourse. It is argued that the role of instructional language in communication hinders the quality of teacher-student interactions. This leads us to advise an exploration of language supportive pedagogy in the Rwandan context.</span>

Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools

“…The present investigation is unique inasmuch as it appears to be one of only two dozen studies conducted in the area of teaching quality in Sub-Saharan Africa since 1960, and only the fourth study conducted in this area involving schools in Rwanda, following Iwakuni (2017) , Carter et al (2021) , and Dorimana et al (2022) . Moreover, it is the only study to examine the stability of perceptions of teaching quality in the times of a worldwide crisis—namely, COVID-19 and school closures that led to ERTL.…”

“…In fact, a rapid review by the current authors of Scopus-indexed documents that were published between 1960 and 2022 led to the identification of only 21 articles on the topic of quality teaching using the keywords teaching quality ( n = 8), teacher quality ( n = 7), and teacher effectiveness ( n = 6). Of these works published during this 62-year period, only two studies involving schools in Rwanda, where the current study took place, namely, Iwakuni (2017) and Dorimana et al (2022) . Specifically, Iwakuni (2017) investigated teaching quality among prospective (i.e., preservice) lower secondary school teachers in Rwanda, with the findings revealing meagre consideration in pre-service training of how student-teachers learn.…”

“…Specifically, Iwakuni (2017) investigated teaching quality among prospective (i.e., preservice) lower secondary school teachers in Rwanda, with the findings revealing meagre consideration in pre-service training of how student-teachers learn. The study conducted by Dorimana et al (2022) was focused on obtaining an understanding of the types of teacher-student interactions that increase mathematical performance in senior secondary school, with the teachers’ use of purposeful questions and feedback being among the most influential factors observed. However, in both studies, the construct of teaching quality was not explored comprehensively—that is, it was only explored via a limited number of dimensions and via certain stakeholder groups.…”

“…However, in both studies, the construct of teaching quality was not explored comprehensively—that is, it was only explored via a limited number of dimensions and via certain stakeholder groups. For example, Dorimana et al (2022) administered the Mathematical Classroom Observation Protocol for Practices (MCOP 2 ; Gleason et al, 2015 , 2017 ), a 16-item instrument that measures the two dimensions of teacher facilitation and student engagement.…”

Assessing ideal teacher’s personality: Students’ perspective and expectations

“…The teacher's personality can change or shape the positive nature of students [18]. This change is by considering that students are imitators while teachers are considered ideal figures worthy of emulation to apply positive feelings [8], [19]. Therefore, the personality of a teacher is one of the determinants of successful learning [18], [20].…”