Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools

Vedaste Mutarutinya; Theophile Nsengimana; Gabriel Nshizirungu

doi:doi:10.11648/j.ml.20200604.12

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Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools

Vedaste Mutarutinya, Theophile Nsengimana, Gabriel Nshizirungu

Published in Mathematics Letters (Volume 6, Issue 4)

Received: 6 November 2020 Accepted: 19 November 2020 Published: 31 December 2020

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Abstract

The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.

Published in	Mathematics Letters (Volume 6, Issue 4)
DOI	10.11648/j.ml.20200604.12
Page(s)	51-56
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Implementation, Lesson Study, Teaching and Learning, Reflection

References

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APA Style

Vedaste Mutarutinya, Theophile Nsengimana, Gabriel Nshizirungu. (2020). Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools. Mathematics Letters, 6(4), 51-56. https://doi.org/10.11648/j.ml.20200604.12

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ACS Style

Vedaste Mutarutinya; Theophile Nsengimana; Gabriel Nshizirungu. Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools. Math. Lett. 2020, 6(4), 51-56. doi: 10.11648/j.ml.20200604.12

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AMA Style

Vedaste Mutarutinya, Theophile Nsengimana, Gabriel Nshizirungu. Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools. Math Lett. 2020;6(4):51-56. doi: 10.11648/j.ml.20200604.12

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@article{10.11648/j.ml.20200604.12,
  author = {Vedaste Mutarutinya and Theophile Nsengimana and Gabriel Nshizirungu},
  title = {Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools},
  journal = {Mathematics Letters},
  volume = {6},
  number = {4},
  pages = {51-56},
  doi = {10.11648/j.ml.20200604.12},
  url = {https://doi.org/10.11648/j.ml.20200604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ml.20200604.12},
  abstract = {The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.},
 year = {2020}
}

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TY  - JOUR
T1  - Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools
AU  - Vedaste Mutarutinya
AU  - Theophile Nsengimana
AU  - Gabriel Nshizirungu
Y1  - 2020/12/31
PY  - 2020
N1  - https://doi.org/10.11648/j.ml.20200604.12
DO  - 10.11648/j.ml.20200604.12
T2  - Mathematics Letters
JF  - Mathematics Letters
JO  - Mathematics Letters
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PB  - Science Publishing Group
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AB  - The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.
VL  - 6
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Author Information

Vedaste Mutarutinya

Department of Mathematics, Physics and Physical Education (DMSPE), College Education, University of Rwanda, Kayonza, Rwanda
Theophile Nsengimana

Department of Mathematics, Physics and Physical Education (DMSPE), College Education, University of Rwanda, Kayonza, Rwanda
Gabriel Nshizirungu

Department of Mathematics, Physics and Physical Education (DMSPE), College Education, University of Rwanda, Kayonza, Rwanda

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APA Style

Vedaste Mutarutinya, Theophile Nsengimana, Gabriel Nshizirungu. (2020). Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools. Mathematics Letters, 6(4), 51-56. https://doi.org/10.11648/j.ml.20200604.12

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ACS Style

Vedaste Mutarutinya; Theophile Nsengimana; Gabriel Nshizirungu. Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools. Math. Lett. 2020, 6(4), 51-56. doi: 10.11648/j.ml.20200604.12

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AMA Style

Vedaste Mutarutinya, Theophile Nsengimana, Gabriel Nshizirungu. Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools. Math Lett. 2020;6(4):51-56. doi: 10.11648/j.ml.20200604.12

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@article{10.11648/j.ml.20200604.12,
  author = {Vedaste Mutarutinya and Theophile Nsengimana and Gabriel Nshizirungu},
  title = {Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools},
  journal = {Mathematics Letters},
  volume = {6},
  number = {4},
  pages = {51-56},
  doi = {10.11648/j.ml.20200604.12},
  url = {https://doi.org/10.11648/j.ml.20200604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ml.20200604.12},
  abstract = {The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools
AU  - Vedaste Mutarutinya
AU  - Theophile Nsengimana
AU  - Gabriel Nshizirungu
Y1  - 2020/12/31
PY  - 2020
N1  - https://doi.org/10.11648/j.ml.20200604.12
DO  - 10.11648/j.ml.20200604.12
T2  - Mathematics Letters
JF  - Mathematics Letters
JO  - Mathematics Letters
SP  - 51
EP  - 56
PB  - Science Publishing Group
SN  - 2575-5056
UR  - https://doi.org/10.11648/j.ml.20200604.12
AB  - The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.
VL  - 6
IS  - 4
ER  -

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