Teacher-Student Interactions for Enhanced Learning in Mathematics Classrooms

Aline Dorimana, Alphonse Uworwabayeho, Gabriel Nizeyimana


Learning programs encourage interactive teaching practices in mathematics classrooms. However, teaching has been most often dominated by teachers presenting information and students giving short answers. This article uses evidence gathered from a large research project to contribute to the understanding of teacher-student interactions. It followed an interventional approach whereby researchers worked with 2 teachers and 82 students of two grade 11 classes from one school of Kayonza District in Rwanda. Data were collected by the Mathematical Classroom Observation Protocol for Practices (MCOP2), video recordings, and field notes. Videos analyses elicited that there is a variety of ways to facilitate an interactive learning environment in the classroom. The results revealed that the quality of teacher facilitation (52%) and students’ engagement (60%) were moderately high. However, teachers’ level of questioning was found low and could directly affect students’ participation in learning. Field notes also revealed that there was little guidance in the problem-solving process and the classroom discourse. It was argued that the role of instructional language in communication hinders the quality of teacher-student interactions. We, therefore, recommend Continuous Professional Development (CPD) in instructional language use for teachers and encourage students to attend school journal clubs with rewards input for motivation and seriousness.


Problem-solving; Teacher-student; interaction; Teaching practicesStudents’ learning


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DOI: http://doi.org/10.11591/ijere.v11i2.22152


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