Issues in teaching mathematics due to switching to English as a medium of instruction within primary schools of Rwanda

This study employed a qualitative research design to investigate issues in teaching and learning mathematics resulting from the switch to English as the medium of instruction (MoI) in primary schools in Rwanda. The study involved 18 upper primary mathematics teachers selected conveniently within Nyamagabe District, Rwanda. Thus, a semi-structured interview was used to collect qualitative data. Data were analyzed thematically. The study's results showed that teachers appreciated the policy of shifting to English as the Medium of Instruction and had a positive perspective on the use of English during instruction. However, teachers struggle to deliver the content in English. They sometimes teach using a combination of English and other languages, including Kinyarwanda. Teachers use textbooks written in the Anglophone or Francophone system to prepare richer content. Thus, challenges such as using mathematical symbols interchangeably were reported. Misusing mathematical symbols may affect students' conceptual understanding