Solving Kenya’s Math Crisis: How Innovation, Mindset, and Policy Can Solve Kenya’s Numeracy Crisis

By Melisa Mong'ina 

For many decades, mathematics has posed a significant challenge for learners of all ages, from lower to upper classes. Most learners tend to believe that mathematics is not for everyone, and some particularly girls, think that math is only for boys. This perception has negatively affected the performance of many learners in numeracy.

A strong foundation in mathematics matters and it is essential to encourage learners about the subject, ensuring that they are well engaged in numeracy concepts from an early age. Having a positive mindset about math can motivate them to love and enjoy the subject.

Students Innovate Multiplication App to Make Math Fun

Coding time

Addressing this challenge, learners from Ruaraka Academy have developed an app that could help their peers solve mathematical concepts. With the support of their teachers, these students created a multiplication app that doesn't require internet access. Their goal is to make mathematics enjoyable and accessible for all learners. 

Karani Waruhiu, a teacher at Ruaraka Academy, explains that they've observed that mathematics is a foundational challenge for most learners. Therefore, they engaged their Grade 9 learners in appreciating mathematics at an early age.

“The presentation was about enabling students to create an appreciation of mathematics at an early age. We recognized that mathematics is one of the challenges that many learners experience and this is because of the hardships during the introductory stages,” said Karani.

He added that they aim to develop an initiative that fascinates and attracts kids, enabling them to solve mathematics concepts. The innovation will be able to change learners' mindsets by creating a love for mathematics within them.

“We want to create a product that will be fascinating, and appealing to the kids. Science has proved that this is a matter of the mindset and the basic foundations for learning mathematics. It often appears to be a very challenging subject, so we are trying to simplify that and foster a love for it among young learners,” he added.

Eliana Wanja, one of the learners from Ruaraka Academy, shared that they collaborated with Smart Brains Kenya to create an app that enables learners to tackle multiplication in a fun and easy manner. This idea stemmed from the challenges they faced with multiplication as the first pioneers of the Competency-Based Curriculum (CBC) in Grade 2.

“With the collaboration of Smart Brains Kenya, we created a multiplication app called ‘Multiplication Master,’ which helps learners practice multiplication in an easy way or fun way,” said Wanja.

Adding “As the first CBC pioneers in grade 2, we had so many challenges with multiplication. So we created this app to assist other learners facing the same difficulties.”

She expressed her excitement about being part of this innovation, believing that with the right programming and updates, many learners will be able to master multiplication concepts. The app is also designed to benefit learners with ADHD, as it integrates gameplay elements.

“I feel like we have accomplished something significant. With proper programming and updates, this app can be released and help many kids with these challenges. It will also be advantageous for kids with ADHD, as it will keep them engaged and make math more enjoyable,” she said.

Although the learners faced some challenges while developing the innovation, they overcame these difficulties with guidance from their supervisors and teachers. 

“Writing the code was a bit chaotic, but with time, we managed to solve the problem with the help of our supervisor and teachers,” she explained. 

Abigail Muthoni emphasized that the government should adopt the app and make it available in public schools, as it operates without the need for internet access and can be used in areas with limited connectivity, such as Marsabit. 

“We want the government to adopt this app for use in public schools that lack internet access. It is free to use and will help students improve their math skills,” Muthoni stated.

She also urged the government to provide laptops to public schools so that the software can be installed, enabling every learner to benefit from the shared knowledge, as not all families can afford laptops for their children. 

“The government can improve access by supplying laptops to public schools since they often lack the resources to provide a laptop for every child. Then, we can come in, install the software, and teach the students, who will appreciate learning from their peers,” she said.

Tamara Kangai explained how the multiplication app works. A number appears on the screen, and the learner must select a factor that, when multiplied, results in the displayed number. If a learner picks the correct answer, they earn a point but if the answer is wrong the app then shows them how to get the correct answer.

“The app presents several pairs on the screen, and the player must guess a factor. For example, if 49 appears, they might select 7 since 7 times 7 equals 49. If they choose the right answer, they earn points, and the app provides feedback on how to arrive at the correct answer if they are wrong. So the whole purpose of the app is to have fun while learning,” Kangai elaborated.

Stacy Zawadi, also added that the app not only enhances problem-solving skills but also promotes critical and creative thinking.

“Children love games, and this app is innovative because it improves problem-solving skills. It encourages critical and creative thinking, and math plays a crucial role in brain development,” she said.

Teaching Methods and Numeracy in the New Curriculum.

Anne Ominde, a teacher at St. Bakhita Kindergarten, Eagle Plains branch, noted that most learners find it difficult to understand mathematics due to ineffective teaching methods.

“One major challenge is when learners miss the basic part of mathematics. A teacher may come up with a method or instructions that do not resonate with the learners,” Ominde explained.

Anne Ominde, a teacher at St. Bakhita Kindergarten, Eagle Plains branch together with Dr John Mugo, Executive Director of Zizi Afrique Foundation

Ominde engages learners by breaking down the concept into small understandable steps. The use of colorful and manipulative teaching materials is also applied to enhance understanding.

“One step is to start from the child's level, ensuring that they grasp each step through task analysis. We also use colorful, manipulative teaching materials that the learner can relate to,” she said.

She recalled how, before CBC was introduced, students were often required to memorize numbers without understanding their meaning. Now, evidence-based learning has become essential.

“Initially, we used to do things without evidence. For example, we'll teach counting and you cram it. But with the CBC, we have to show the evidence of how we arrived at that particular conclusion,” Ominde said 

However, the transition to the new curriculum has been challenging for parents, who often struggle to assist their children with assignments. Ominde shared that their school usually calls new parents for orientation and takes them through the new concepts being taught in the CBC.

“At our school, we normally hold orientation sessions for new parents to familiarize them with CBC concepts. We also do follow-ups and inform parents about the homework being given,” Ominde said.

To adopt the new curriculum, she went through extensive training. This also added new skills to them since some didn't know how to interact with the new gadgets being used in CBC. 

“I attended multiple training sessions, both internal and external. It felt overwhelming at first, but it helped us improve, especially in digital literacy,” she added. 

The Math Crisis: Ignorance and Attitude

Dr John Mugo, Executive Director of Zizi Afrique Foundation, highlighted the severity of Kenya’s math crisis, noting that many students score poorly in KCSE mathematics despite it being a compulsory subject.

“We are staring at a big national crisis, which, in my opinion, we have not been bold enough to address. The KCSE results show a surprising number of Es in mathematics, given that it is a compulsory subject. We have continued to ignore this, focusing on the few As and carrying them on our shoulders, ignoring the struggles of many others,” he said.

Dr John Mugo, Executive Director of Zizi Afrique Foundation during the media briefing at CEMASTEA 

Dr. Mugo pointed out that poor performance in math begins at the foundational level. He also noted that attitudes towards the subject play a significant role, with some believing math is not for everyone, including some teachers who struggle with the same concepts they teach.

“The focus cannot be form four or one. Studies have shown that 50% of students completing Grade 6 lack foundational numeracy skills. Additionally, research indicates that 40% of math teachers can't solve the concepts they teach,” he explained.

To improve numeracy, they aim to increase the 50% at Grade 6 to 80% with the help of parents, teachers, and the government. Dr. Mugo urged parents to motivate their children and make them understand that mathematics is for everyone.

“In the coming years, we hope to move that 50% at Grade 6 to 70% or 80%. So we are calling upon not just the government but also ourselves, but especially teachers that are working with children and parents to make children believe that mathematics is for everyone because every day, everyone is doing mathematics,” Dr. Mugo emphasized.

He outlined the importance of STEM subjects in creating jobs. It enables learners to think critically and be innovative in creating opportunities for themselves, unlike the previous system in which one needed to reach university for them to get employed.

“The issue of STEM is very critical because it is intended to drive our development, in terms of innovation, manufacturing, and other things that will create jobs. Such a mindset of looking for jobs to solve problems with knowledge is also what is likely to unlock opportunities toying people,” he added.

Through innovation, better teaching methodologies, and a shift in mindset, Kenya is making strides in addressing its long-standing numeracy crisis. With continued efforts from students, teachers, and policymakers, math education could become more engaging and accessible for all.