Perceptions of using interactive mathematics software among Rwandan primary school teachers

Abstract

This study aimed to explore primary school teachers’ perception of using Interactive Mathematics (IM) software in teaching and learning activities using qualitative interpretive phenomenology. It involved seven teachers non-randomly selected from the lower and upper primary with different gender and teaching experiences who participated in a semi-structured interview which took around 30 minutes on average for each interviewed teacher after the experimentation period. Data were collected by recording and writing in a notebook some key information using both English and Kinyarwanda languages to capture the maximum perception of teachers. Translation of Kinyarwanda answers to English and transcription followed by respecting the main interview questions. Three themes emerged: (1) the disadvantages of traditional teaching and learning of mathematics, (2) the benefits of aspects of ICT and interactive mathematics software, and (3) the challenges of using ICT and interactive mathematics software. Based on the findings, suggestions, and recommendations about the effective utilization of IM in classroom activities, as well as its integration into the curriculum, were discussed.