Teacher’s Use of Instructional Materials in Teaching and Learning Mathematics in Rwandan Primary Schools by Clementine Umuhoza, Alphonse Uworwabayeho

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Perceptions of using interactive mathematics software among Rwandan primary school teachers by Innocente Uwineza, Alphonse Uworwabayeho, Kenya Yokoyama

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Assessing the attitudes of pre-service primary mathematics teachers towards statistics and gender influence by Jean Claude Dushimimana, Amina Urwibutso, Alphonse Uworwabayeho

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From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda by Alfred Otara, Alphonse Uworwabayeho, Wenceslas Nzabalirwa, Beata Kayisenga

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Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda by Alphonse Uworwabayeho, Ilse Flink, Astérie Nyirahabimana, Jef Peeraer, Innocent Muhire, Andrew Ntwali Gasozi

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Development of a Mobile App to Improve Numeracy Skills of Children With Autism Spectrum Disorder: Participatory Design and Usability Study by Theoneste Ntalindwa, Mathias Nduwingoma, Evariste Karangwa, Tanjir Rashid Soron, Alphonse Uworwabayeho, Annette Uwineza

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Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study by Theoneste Ntalindwa, Mathias Nduwingoma, Alphonse Uworwabayeho, Pascasie Nyirahabimana, Evariste Karangwa, Tanjir Rashid Soron, Thomas Westin, Thashmee Karunaratne, Henrik Hansson

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