Kenya
By James Mburu, Program Officer, Zizi Afrique Foundation and Gladys Masai, CEMASTEA
In early years of schooling, children often encounter challenges with understanding mathematical ideas (conceptual understanding), following steps correctly (procedural fluency), and applying what they have learned in different contexts. By analysing the types of errors children make as they do math, teachers can determine the causes of the errors, and tailor make interventions to help learners overcome specific gaps in their learning.
Formative assessment approaches such as error analysis helps create a supportive learning environment where mistakes are seen as opportunities to learn, rather than signs of failure. When learners are encouraged to reflect on their own errors and discuss them with peers, they build important skills like critical thinking and metacognitive skills which are essential for lifelong learning. Error Analysis therefore aligns with proven teaching approaches that focus on ongoing assessment and continuous growth in learning. Overall, it provides value addition through promoting evidence-based instruction, improving teacher -learner interaction, fostering independent learning and supporting better assessments and interventions.
In 2024, the Centre for Mathematics Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation (ZAF) in collaboration with Bungoma West Sub-County in Kenya undertook a study to establish the most common errors learners make in numeracy. Zizi Afrique’s Accelerated Learning Program (ALP) had a strong component on retooling of teachers, with a module dedicated to analysis of insights from assessments (errors) and applying these in lesson planning. Zizi Afrique therefore partnered with CEMASTEA in Kenya to implement the proof-of-concept phase of the Error Analysis in Numeracy project in five schools in Bungoma West Sub-County. Through this partnership, Zizi Afrique aims to use the lessons and materials developed to scale the interventions in other counties where teachers can be trained on the error analysis approaches as a tool to improving numeracy learning outcomes in the classrooms.
Summary Findings on the Most Common Errors in Early Grade Numeracy Classrooms in Bungoma, Kenya.
The findings of the error analysis study undertaken in partnership with CEMASTEA revealed that out of the 405 learners assessed, only 3% of the learners could solve all addition and subtraction tasks correctly. Further, the report revealed that 84% of the learners made factual errors implying that most learners in Grades 2 and 3 had not mastered the basic facts in numeracy. Factual errors remained pronounced with slightly more boys than girls recording this error at 86% and 83%, respectively.
The predominance of factual errors underscores the need for targeted interventions to strengthen the mastery of basic number facts. There is also need for intentional instructional support to strengthen conceptual understanding as learners advance. Mental Computation (MEN) stands out as the most effective method for problem-solving and reasoning tasks, yet its limited application suggests a need for increased emphasis in early numeracy instruction. Educators should prioritize MEN, especially in higher grades, to strengthen conceptual understanding. Place Value (PLV) also demonstrates reliability but requires refinement to reduce errors and improve efficiency. While Dots/Rings/Strokes (DOT) are widely used for foundational tasks, their lower success rate in complex problem-solving highlights the need for integrating more effective strategies. Addressing the gender and grade- level disparities in method application will ensure all learners benefit from the most effective numeracy approaches. Finally, to enhance numeracy instruction, teachers need structured training on systematic error documentation, diagnostic techniques, and the integration of error analysis into instructional planning.
Reflections by James Mburu on the Ongoing Partnership with CEMASTEA to Strengthen Foundational Numeracy in Kenya
“Zizi Afrique are not implementors. For this Error Analysis project, we need to work with the numeracy experts from the Ministry of Education. Specifically, we need to work with the Centre for Mathematics Science and Technology Education in Africa (CEMASTEA). That is the institution mandated by the government to ensure that all aspects of pedagogy in Science, Technology, Engineering and Mathematics (STEM) are catered for in the country.” – John Mugo, Zizi Afrique Executive Director.
These statements from our Executive Director kept me thinking about how to work with Government partners. In the past, I have managed implementing partners, but this required me to take things a notch higher.
In August 2024, we began by sharing objectives from the two institutions. This helped us to identify the common ground for us, especially on the teacher’s pedagogical excellence in Mathematics which is part of the core mandate of CEMASTEA. In the spirit of collaboration, both teams had a series of meetings to go through and review the data collection tools.
I was amazed that CEMASTEA released 10 staff members to participate during the one-week data collection activity in Bungoma West, Bungoma County. The data collection was conducted in five selected schools, and the exercise was embraced by the Sub-County Education officers from the Ministry of Education, and Teachers Service Commission, as well as Officials of the Kenya Primary Headteachers Association (KEPSHA). Indeed, Zizi Afrique has been keen on ensuring that relevant stakeholders are engaged during the co-creation process to allow them to have a feel of the realities before crafting an intervention.
After data collection and analysis was completed, the findings were shared with the teachers and education officers during the co-creation workshop with teachers. This workshop was meant to co-create practical strategies which can be used by teachers to overcome common errors in mathematics. The most amazing fact during the workshop was that all the five curriculum support officers sat throughout the three days’ workshop and participated actively.
Testimonials From Participants Who Attended the Error Analysis Workshop
“We really appreciate Zizi Afrique Foundation (ZAF) for granting us this opportunity to adapt the tools. Now we are confident that the data we collect from the field will be critical to support us in making decisions for both institutions.” – CEMASTEA Staff.
“Wow, I’m amazed by the kind of reception that Zizi Afrique has on the ground. It seems you have established a very good working relationship with the education officers and headteachers.” – CEMASTEA staff.
“Whoever came up with the idea of sending us to the field had a brilliant idea. We are getting real time experiences. This tool is powerfully designed. The realization that most of our Grade 2 and 3 learners are still stuck at the rudimentary approaches to operations (use of tally marks and physical sticks) means that learners are stuck at the introductory stages of operations and place value. This insight means we must do more to graduate our learners to achieve automaticity.” – CEMASTEA staff.
“Administration of the assessment to Grade 2 and 3 learners; trying to understand their thinking through their responses was an eye opener for me as a mathematics facilitator.” – CEMASTEA staff.
“After attending this workshop, I have realized that some teachers make errors by not identifying the common errors learners make and coming with strategies to solve them. Teachers need to change our approaches and apply error analysis in our classrooms.” – Education Officer.
Conclusion
The findings of the Error Analysis study show that schooling does not always equal learning. It is therefore critical that CEMASTEA in partnership with Zizi Afrique Foundation continues efforts to build capacity of teachers in error analysis as this will improve the quality of foundational numeracy in Kenya. Zizi Afrique looks forward to sharing more lessons learned as the project rolls out into other counties and contributing to tangible change in learning outcomes for children in Kenya.
About the Error Analysis in Numeracy Project
This project was an initiative undertaken by Zizi Afrique Foundation as part of a consortium of four organizations, including The Education Partner (Nigeria), Funda Wande (South Africa) and eBASE Africa (Cameroon). Funded by The Gates and Better Purpose, the consortium aims to interrogate low numeracy outcomes through error analysis to enhance Numeracy Instruction in primary schools. The consortium’s strategy focuses on enhancing the effectiveness of delivering numeracy instruction by facilitating reflective practices among teachers, leading to better designed lesson plans, selection of targeted learning experiences and improved quality of instruction over time.
