Exploring Teachers’ Use of Teaching Aids in Teaching Mathematics in Secondary Schools in Kigali City, Rwanda
Fidele Gasana *
University of Rwanda, College of Education, African Center of Excellent for Innovative Teaching and Learning Mathematics and Sciences (ACEITLMS), Rwanda.
Venant Nkundabagenzi
University of Rwanda, College of Education, African Center of Excellent for Innovative Teaching and Learning Mathematics and Sciences (ACEITLMS), Rwanda.
Odette Umugiraneza
University of Rwanda, College of Education, Rwanda.
*Author to whom correspondence should be addressed.
Abstract
The present study examined the teachers’ use of teaching aids (TA) in teaching mathematics in selected secondary schools of Kigali City, Rwanda. The study adopted the descriptive research design. The study involved 170. The research instruments employed for data collection were questionnaire. Data were analyzed by using qualitative method, statistical packages for social sciences (SPSS) was used as data analysis tool. Whilst the qualitative data were analyzed thematically. The research revealed that visual and audio-visual teaching aids are likely to be promoted for teaching mathematics. The results showed that TA greatly and significantly contributes to the teaching and learning of mathematics. The study recommends that teachers should have access to several types of in-service training about the use of teaching aids. Adequate instructional aids should be provided to secondary schools to facilitate teachers getting enough teaching aids.
Keywords: Teachers, mathematics, teaching aids, mathematics kits