How to solve the math problem

By Harold Ayodo

As the world moves towards a mathematics economy in which those with numeric skills prosper, Kenyans continue to perform poorly at the subject.

Performance in mathematics in national examinations is perpetually dismal with average scores of below 25 per cent in KCSE and 50 per cent in KCPE.

Last year, the mean KCPE score dropped to 47 per cent from 49 per cent the previous year. In KCSE it rose from 15.74 per cent in 2007 to 21.30 per cent.

The situation is worrying given that many careers such as medicine, engineering and architecture require knowledge of mathematics. The entire banking and finance services industry is underpinned by advanced mathematics.

Some experts blame the dire situation on failure of the education system and the media to put the case for the subject. Many young people disregard the value of mathematics in their life yet technology that they cannot do without such as the Internet, play stations, Face Book, Twitter and Google, depend on mathematics. If they appreciated this, they would take the subject more seriously.

Experts say imaginative and creative teaching is the way to improve performance in mathematics. They say countries such as China and Japan are technology savvy because learners are taught simplified mathematics and how to apply the subject in daily life.

The National Council for Science and Technology Secretary Shaukat Abdulrazak says teachers must demystify mathematics through simple teaching.

"Students perform poorly because they lack motivation and inspiration," says the former Egerton University Deputy Vice Chancellor (Research and Extension).

"Math is only meaningful if experiences of learners in the classroom are valuable," says Ministry of Education Director of Quality Assurance and Standards Enos Oyaya.

A recent survey in Singapore, a country that leads in international mathematics and science tests, shows that 86 per cent of students in learning institutions love mathematics and 79 per cent adore sciences. In contrast, in Kenya, science subjects like physics attract few students.

Believing that creative teaching is the way to increase interest and performance in mathematics, Global Leadership Interlink (GLI) East Africa has come up with ways to revamp teaching of the subject.

Coordinator Herine Menya, who has taught the subject in high school, college and university for many years through poetry and stories, is convinced that it is the best way to captivate students.

"Students understand concepts better when teachers use creative ways and games than the traditional blackboard and chalk method," says the mathematician and statistician.

Concurring, Prof Abdulrazak calls for a practical rather than theoretical teaching approach.

Mrs Menya says teaching in non-classroom settings allows learners who regard the subject as difficult to shift their attitude.

Bright students

"Some bright students perform poorly in math because their teachers are not good communicators," Abdulrazak says.

Oyaya says examinations alone are not the only best way of gauging performance, especially when they are cognitive based.

The experts say Kenya does not have to reinvent the wheel because the methods being suggested have succeeded elsewhere. Abdulrazak says some countries in the West and Far East simplified the teaching of the subject and increased scholarships to attract students.

"Malaysia for a long time issued only scholarships in sciences and math, which partly explains why their engineers are respected globally," he says.

Menya says the US, United Kingdom, Singapore, India and Japan are among developed countries that embrace flexible and informal teaching of sciences.

The Kenya National Examinations Council reports have over the past two years raised a red flag over poor performance in mathematics. The reports call for urgent attention to be paid to addressing issues that hinder teaching of mathematics in a rapidly changing economy.

Menya says poor relationship between teachers and students is another factor why students do poorly in the subject.

"Most mathematics teachers double up as discipline masters in schools, which makes them unapproachable," she says.

Games and songs

Menya says teaching of mathematics through games and songs should start in nursery school before the perception that math is difficult takes root.

"Nursery schools should start teach rhymes like ‘I love math’ and simple mathematical games," Menya says.

Menya says parents days in nursery school should include activities where parents play simple mathematics games with their children. This would help create interest in the subject. "Team building activities that incorporate teaching of math in treasure hunts and raffles can boost performance," she says.

While overall performance in math is poor, girls do worse than boys.

"Teaching methods, especially in secondary schools, make girls perform poorer in the subject. There is a perception that girls are supposed to do arts and humanities as sciences are a preserve of boys," Abdulrazak says.

The 2008 Kenya Universities Joint Admissions Board Affirmative Action Report says poor performance of girls in mathematics limits their choice of courses. "More females end up in low-demand courses and their representation remains small in science and math," says the report.

Popularise math

Menya says GLI has partnered with the Ministry of Education to popularise mathematics countrywide.

"We have organised science festivals where university students will teach their secondary school counterparts math," Menya says. University students will showcase what they learnt in secondary school to encourage the younger students.

"The festival to be held in September will involve music, poetry and traditional dances that teach math.