Exploring Mathematics Teachers' Insights and Practices of Project-Based Learning in Primary Schools of Nyamasheke District, Rwanda

Fidele Ukobizaba^1*Jean Francois Maniraho²Alphonse Uworwabayeho²

• ¹African Centre of Excellence for Innovative Teaching and Learning of Science and Mathematics, University of Rwanda College of Education, Kayonza, Rwanda
• ²Early Childhood and Primary Education, University of Rwanda College of Education, Kayonza, Rwanda

Project-based Learning (PjBL) holds a paramount foundation in fostering a human resource equipped with practical skills and innovative mindsets necessary for sustainable growth and prosperity. This study investigated the teachers' insights and practices in project-based learning teaching methods of mathematics, with eight teachers selected in one district of Rwanda. A qualitative exploratory design was used to collect data from eight teachers selected through convenience sampling. In-depth interviews were conducted, and the data were thematically analyzed using Taguette software. The results from the study showed that teachers have a limited understanding of PjBL, which hinders its application in their regular mathematics instruction. Lack of awareness, time constraints, limited skills, overcrowded classes, lack of school leaders' support, and lack of interest are barriers to teachers incorporating PjBL in mathematics instructions. This study aimed to explore mathematics teachers' understanding and classroom practices of project-based learning to identify factors influencing its effective implementation in primary schools of Nyamasheke, Rwanda. This study contributes to the growing body of knowledge on project-based learning by providing empirical insights into how mathematics teachers in primary schools of Nyamasheke District, Rwanda, perceive and apply PjBL within their instructional practices.