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<p style="text-align: justify;">This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners’ test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a .05 p-value, the effect size of significance, and learning gains. The analysis of learners’ workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes.</p>

In order to cope with globalisation and the growing world of work, educational systems are challenged to improve the quality of education. The use of technology in education attracts the focus of developing countries aiming at raising their educational status to fit the global scale. Therefore, Rwanda education system is promoting the use of ICT in primary and secondary education as an instructional tool. Interactive Mathematics (IM) software for Rwanda was developed to support the effective implementation of the Competence Based Curriculum (CBC) of mathematics in primary level. Designed as quasi-experimental using control and experimental groups, this study was conducted in urban public and private schools to investigate the effect of IM software on grade-5 learners' performance. Considering IM software as a new technology under piloting phase, this study was grounded in TPACK framework with theories of technology acceptance model. Data collected through pre-test and post-test in form of scores were analysed using SPSS 23.0 to compute the statistical effect of the teaching interventions. From results, IM software descriptively showed a greater performance than the traditional class, based on the effect size of significance and learning gains. Using repeated measures ANOVA through the general linear model, it was found that IM improved learners' performance more in public than private schools, although private schools showed a high-performance level at both pre-and post-test stages. Despite that, males’ performance remained higher than females’ although females descriptively improved in post-test. The study suggests conducting qualitative studies that would bring more information about the features of IM in quality mathematics education.

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