Issues in teaching mathematics due to switching to English as a medium of instruction within primary schools of Rwanda

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2025-06-19 DOI:10.1016/j.jmathb.2025.101270

Fidele Ukobizaba , Jean Francois Maniraho , Alphonse Uworwabayeho

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Abstract

This study employed a qualitative research design to investigate issues in teaching and learning mathematics resulting from the switch to English as the medium of instruction (MoI) in primary schools in Rwanda. The study involved 18 upper primary mathematics teachers selected conveniently within Nyamagabe District, Rwanda. Thus, a semi-structured interview was used to collect qualitative data. Data were analyzed thematically. The study's results showed that teachers appreciated the policy of shifting to English as the Medium of Instruction and had a positive perspective on the use of English during instruction. However, teachers struggle to deliver the content in English. They sometimes teach using a combination of English and other languages, including Kinyarwanda. Teachers use textbooks written in the Anglophone or Francophone system to prepare richer content. Thus, challenges such as using mathematical symbols interchangeably were reported. Misusing mathematical symbols may affect students' conceptual understanding.

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卢旺达小学改用英语作为教学媒介导致的数学教学问题

本研究采用定性研究设计来调查卢旺达小学改用英语作为教学媒介（MoI）所导致的数学教学问题。该研究涉及18名在卢旺达尼亚马加贝区方便挑选的小学高年级数学教师。因此，采用半结构化访谈法收集定性数据。数据按主题进行分析。研究结果显示，教师对以英语为教学媒介的政策表示赞赏，并对英语在教学中的使用持积极态度。然而，教师们很难用英语传达内容。他们有时会结合使用英语和其他语言，包括卢旺达语进行教学。教师使用英语或法语系统编写的教科书来准备更丰富的内容。因此，报告了诸如可互换使用数学符号之类的挑战。数学符号的误用会影响学生对概念的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.