卢旺达公立中学数学补习实践与学生能力--以 Gicumbi 区为例

Dukuzimana Olivier, Mugiraneza Faustin (PhD)
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引用次数: 0

摘要

背景:数学在职业成功(Jetter,2017 年)和日常生活(Umameh,2011 年)中都发挥着至关重要的作用,然而许多学生在掌握数学方面却面临着挑战。在全球范围内,教育公平仍然是一个优先事项,数学教育的差距持续存在,特别是在社会经济地位较低的学生中(联合国教科文组织、经合组织)。坦桑尼亚和卢旺达正在积极应对这些挑战,以提高教育成果。材料与方法:这项描述性调查研究涉及来自 Gicumbi 区 32 所中学的 171 名参与者:其中包括 105 名数学教师、50 名学科带头人、35 名校长和 110 名学生。数据收集采用随机抽样法,并使用斯洛文尼亚法选取研究样本。采用 SPSS 21.0 版进行分析,包括描述性统计(频率、百分比、平均值、标准差)和推断性统计(相关性、回归系数)。结果与讨论:调查结果显示,受访者对修改教学方法(80.0%)、使用个性化学习材料(63.1%)、整合视觉和听觉资源(60.0%)以及编制有针对性的练习(68.0%)对提高数学能力的效果达成了强烈共识。问题解决(64.3%)、方法应用(96.6%)、推理(92.3%)和数学表达(92.3%)等关键指标均有显著提高。物理设施的改善也与学生的成绩呈正相关,突出了支持性环境在培养数学能力方面的作用。结论这项研究强调了调整教学方法和环境以提高学生数学能力的有效性。事实证明,个性化教材和多媒体整合等定制方法有助于提高学生解决问题和推理等能力。统计分析一致支持这些研究结果,凸显了个性化和多样化教学策略对加强卢旺达吉昆比数学教育的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
REMEDIAL PRACTICES AND STUDENTS COMPETENCES IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDA A CASE OF GICUMBI DISTRICT
Background: Mathematics plays a crucial role in both vocational success (Jetter, 2017) and everyday life (Umameh, 2011), yet many students face challenges in mastering it. Globally, educational equity remains a priority, with persistent disparities in math education, especially among low-SES students (UNESCO, OECD). Tanzania and Rwanda are actively addressing these challenges to enhance educational outcomes. Materials and Methods: This descriptive survey study involved 171 participants from 32 secondary schools in Gicumbi District: 105 mathematics instructors, 50 subject leaders, 35 head teachers, and 110 students. Data collection employed random sampling, with Slovenes method used to select the study sample. SPSS version 21.0 facilitated analysis, encompassing descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (correlation, regression coefficients). Results and Discussions: Findings revealed strong consensus among respondents on the efficacy of modifying instructional methods (80.0%), using personalized learning materials (63.1%), integrating visual and auditory resources (60.0%), and creating tailored exercises (68.0%) to improve math competencies. Key indicators such as problem-solving (64.3%), method application (96.6%), reasoning (92.3%), and mathematical representation (92.3%) demonstrated significant improvements. Enhanced physical facilities also correlated positively with student outcomes, underscoring the role of supportive environments in fostering mathematical competence. Conclusion: The study emphasizes the effectiveness of adapting teaching methods and environments to enhance students math skills. Customized approaches, including personalized materials and multimedia integration, proved instrumental in improving competencies like problem-solving and reasoning. Statistical analyses consistently supported these findings, highlighting the importance of personalized and diversified teaching strategies in enhancing math education in Gicumbi, Rwanda.
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