CEMASTEA and Zizi Afrique Foundation lead effort to improve Foundational Numeracy

Kenya has taken a bold step in tackling the numeracy crisis in lower grades, with the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation hosting the country’s first-ever Numeracy Co-Creation Workshop. The event, held in Nairobi, brought together key stakeholders from the education sector, including policymakers, educators, researchers, development partners, and civil society organizations, to address the root causes of low numeracy performance among young learners.

Under the theme “Foundational Numeracy in Kenya: Status, Challenges, and Opportunities,” the workshop aimed to dissect common mathematical errors made by learners and co-develop an action plan to enhance numeracy learning outcomes across the country.

One of the highlights of the workshop was the presentation of findings from an ongoing Error Analysis Proof of Concept in Bungoma West Sub-County, where assessments were conducted in five schools, covering 405 learners. The results painted a concerning picture:

Only 3 percent of learners were able to solve all six addition and subtraction tasks correctly.

17 percent of learners correctly solved all addition problems, while only 7 percent managed to solve all subtraction problems.

Girls outperformed boys in the assessment, with 5 percent of girls getting all tasks correct compared to only 2 percent of boys.

While girls were more engaged in applying methods (procedural and conceptual errors), boys struggled with basic knowledge retention, making factual errors, particularly in Grade 3.

These insights challenge long-held stereotypes that boys perform better in mathematics, proving that targeted interventions are necessary to support all learners equally.

The workshop emphasized the importance of equipping teachers with better pedagogical skills, particularly in error analysis. By understanding the reasoning behind a child’s mistakes, teachers can provide individualized support and adopt differentiated teaching approaches.

So far, 12 teachers from Grades 2 and 3, along with five headteachers and five curriculum support officers, have undergone specialized training in Error Analysis. This initiative is expected to reshape classroom instruction in numeracy, ensuring that learners grasp fundamental concepts effectively.

Speaking at the event, Dr. John Mugo, Executive Director of Zizi Afrique Foundation, underscored the significance of foundational numeracy in shaping long-term academic success.

“By working together with teachers, policymakers, civil society organizations, and development partners, we can identify the most common errors that learners make and develop practical solutions to support them,” Dr. Mugo stated.

The workshop concluded with a strong call for more investment in teacher training, evidence-based instructional strategies, and sustained multi-sectoral partnerships to improve early mathematics education.

CEMASTEA and Zizi Afrique Foundation reaffirmed their commitment to advancing quality education and ensuring that every child, regardless of background, acquires essential numeracy skills. They emphasized that strengthening early mathematics education today is key to empowering the next generation of engineers, scientists, and innovators.

As the conversation on foundational numeracy gains momentum, stakeholders are optimistic that collaborative efforts will drive real change in Kenya’s education system, setting the stage for improved learning outcomes nationwide.