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This study explored the perceptions of teachers regarding the integration of technology in the teaching of mathematics within Rwandan day secondary schools.This research aimed to shed light on how Rwandan educators perceive and utilize technology in the context of teaching mathematics.The population for this investigation consisted of 61 teachers of mathematics and a total of 51 teachers were targeted for the survey, and a subset of 26 teachers were being selected for in-depth interviews.The study employed a mixed-methods approach, combining surveys and interviews, to gather data from mathematics teachers in Rwandan day secondary schools.The quantitative phase involved the distribution of questionnaires to a representative sample of educators, while the qualitative phase comprised in-depth interviews with select participants.These methods aimed to provide a comprehensive understanding of teachers' perceptions, experiences, and challenges related to the integration of technology in their mathematics instruction.The findings of this research suggested that Rwandan mathematics teachers generally hold positive perceptions regarding the integration of technology into their classrooms.They perceived technology as a valuable tool for enhancing mathematics instruction by making it more engaging, interactive, and conducive to student-centered learning.Additionally, teachers believe that technology can help bridge the gap between theoretical concepts and real-world applications.However, the study also indicated several challenges faced by mathematics teachers when incorporating technology into their teaching practices.Moreover, the research highlights the need for sustainable policies and investments in educational technology infrastructure and teacher training to maximize the benefits of technology integration.
A Mon, study studied this question.