Védaste Mutarutinya

415 total citations
29 papers, 228 citations indexed

About

Védaste Mutarutinya is a scholar working on Education, Applied Mathematics and Developmental and Educational Psychology. According to data from OpenAlex, Védaste Mutarutinya has authored 29 papers receiving a total of 228 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 7 papers in Applied Mathematics and 5 papers in Developmental and Educational Psychology. Recurrent topics in Védaste Mutarutinya's work include Mathematics Education and Teaching Techniques (16 papers), Online and Blended Learning (6 papers) and Educational Assessment and Pedagogy (5 papers). Védaste Mutarutinya is often cited by papers focused on Mathematics Education and Teaching Techniques (16 papers), Online and Blended Learning (6 papers) and Educational Assessment and Pedagogy (5 papers). Védaste Mutarutinya collaborates with scholars based in Rwanda, Uganda and Tanzania. Védaste Mutarutinya's co-authors include Angel Mukuka, Overson Shumba, Ezechiel Nsabayezu and Phéneas Nkundabakura and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Heliyon.

In The Last Decade

Védaste Mutarutinya

25 papers receiving 213 citations

Peers

Védaste Mutarutinya

EDUCA

DEP

Daniel Thurm Germany

Nimer Baya’a Israel

Nosisi Feza South Africa

Jonathan O. Etcuban Philippines

Gilles Aldon France

Jayaluxmi Naidoo South Africa

Mzomwe Yahya Mazana Tanzania

Angel Mukuka Rwanda

Sven Trenholm Australia

Kemal Özgen Türkiye

Daniel Thurm Germany

Védaste Mutarutinya

164 ×0.9

EDUCA

57 ×0.9

15 ×0.3

45 ×1.1

DEP

16 ×0.7

Citations per year, relative to Védaste Mutarutinya Védaste Mutarutinya (= 1×) peers Daniel Thurm

Countries citing papers authored by Védaste Mutarutinya

Since Specialization

Citations

This map shows the geographic impact of Védaste Mutarutinya's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Védaste Mutarutinya with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Védaste Mutarutinya more than expected).

Fields of papers citing papers by Védaste Mutarutinya

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Védaste Mutarutinya. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Védaste Mutarutinya. The network helps show where Védaste Mutarutinya may publish in the future.

Co-authorship network of co-authors of Védaste Mutarutinya

This figure shows the co-authorship network connecting the top 25 collaborators of Védaste Mutarutinya. A scholar is included among the top collaborators of Védaste Mutarutinya based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Védaste Mutarutinya. Védaste Mutarutinya is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Mutarutinya, Védaste, et al.. (2024). Relationship between students’ attitude towards, and performance in mathematics word problems. PLoS ONE. 19(2). e0278593–e0278593. 3 indexed citations

Nkundabakura, Phéneas, et al.. (2024). Exploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development. Education and Information Technologies. 29(17). 22681–22698. 1 indexed citations

Mutarutinya, Védaste, et al.. (2023). Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania. International Journal of Education and Practice. 11(3). 557–571. 3 indexed citations

Mutarutinya, Védaste, et al.. (2023). Exploring the impact of Stein et al.’s levels of cognitive demand in supporting students’ mathematics heuristic problem-solving abilities. Frontiers in Education. 8. 2 indexed citations

Mutarutinya, Védaste, et al.. (2023). The Perception of Students on the Use of ICT Tools to Learn Mathematics in Gasabo Selected Public Secondary Schools. 383–387. 2 indexed citations

Mukuka, Angel, et al.. (2023). Teacher efforts towards the development of students’ mathematical reasoning skills. Heliyon. 9(4). e14789–e14789. 11 indexed citations

Mutarutinya, Védaste, et al.. (2023). Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania. African Journal of Empirical Research. 4(2). 1119–1129. 1 indexed citations

Mutarutinya, Védaste, et al.. (2023). Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach. Data in Brief. 48. 109055–109055. 4 indexed citations

Mutarutinya, Védaste, et al.. (2023). Developing Mathematics teachers' attitude towards technology integration through school-based lesson design teams. International Journal of Information and Learning Technology. 40(5). 485–499.

10.

Mutarutinya, Védaste, et al.. (2023). Assessing the Effectiveness of Computer-Aided Instructional Techniques in Enhancing Students’ 3D Geometry Spatial Visualization Skills Among Secondary School Students in Tanzania. International Journal of Learning Teaching and Educational Research. 22(6). 613–637. 2 indexed citations

11.

Mutarutinya, Védaste, et al.. (2023). GeoGebra software in teaching and learning geometry of 3-dimension to improve students’ performance and attitude of secondary school teachers and students. Education and Information Technologies. 29(8). 10201–10223. 4 indexed citations

12.

Mutarutinya, Védaste, et al.. (2023). Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. Eurasia Journal of Mathematics Science and Technology Education. 19(2). em2231–em2231. 6 indexed citations

13.

Mutarutinya, Védaste, et al.. (2022). Pedagogical Content Knowledge of Mathematics Teachers: A Focus on Identifying and Correcting Sources of Students’ Misconceptions in Linear Programming. 29(2). 23–45. 1 indexed citations

14.

Mutarutinya, Védaste, et al.. (2022). Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors. Journal of Learning for Development. 9(2). 279–290. 9 indexed citations

15.

Mutarutinya, Védaste, et al.. (2022). On the relationship and the norm discretization for Lizorkin-Triebel spaces with generalized smoothness. Filomat. 36(2). 615–627.

16.

Mutarutinya, Védaste, et al.. (2021). Generalizations of Integral Inequalities Similar to Hardy’s Inequality. Tanzania Journal of Science. 47(3). 1114–1124.

17.

Mutarutinya, Védaste, et al.. (2021). Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities. Contemporary Educational Technology. 13(2). ep297–ep297. 21 indexed citations

18.

Mukuka, Angel, et al.. (2021). MEDIATING EFFECT OF SELF-EFFICACY ON THE RELATIONSHIP BETWEEN INSTRUCTION AND STUDENTS’ MATHEMATICAL REASONING. Journal on Mathematics Education. 12(1). 73–92. 31 indexed citations

19.

Mukuka, Angel, et al.. (2020). Data on students’ mathematical reasoning test scores: A quasi-experiment. SHILAP Revista de lepidopterología. 30. 105546–105546. 12 indexed citations

20.

Mutarutinya, Védaste, et al.. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies. 24(5). 3041–3052. 38 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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