Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program

Abstract This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teaching. A lesson planning intervention framed within the technological and pedagogical content knowledge framework was provided to an experimental group of tutors. Then, after-intervention data were collected in the form of improved lesson plans, classroom observation, and student performance. This dataset is important for tutors, researchers, and policymakers to gain insights into the effectiveness of the implemented intervention, inform future educational strategies, and enhance the overall quality of mathematical teaching. IMPACT STATEMENT With the recent implementation of a new educational model focusing on practical skills, understanding how teachers prepare and deliver mathematics lessons is crucial. The findings not only help in enhancing the quality of mathematics education but also provide insights into effective teaching practices. This is particularly relevant for those involved in educational policy and curriculum development, aiming to elevate teaching standards and student outcomes in mathematics across Rwanda.