Redefining maths learning: Empowering students through engaging lessons

In the realm of education, particularly in the teaching of mathematics, traditional methods have long been criticised for their perceived dullness and punitive nature.

An initiative spearheaded by Aga Khan University's Institute for Educational Development (AKU-IED) in Tanzania that aims to reverse the trend is currently underway. 

Recognising the pressing need for change, AKU-IED is leading the charge to reshape the landscape of mathematics education, aiming to ignite a passion for the subject among students.

At a recent gathering commemorating the International Day of Mathematics 2024, AKU-IED brought together teachers and students from four schools in Dar es Salaam.

The event served as a platform to showcase innovative teaching approaches designed to foster creativity and student engagement in mathematics.

Among the facilitators, Mr Wilberforce Makau highlighted the significance of shifting attitudes towards mathematics.

"Through interactive activities and games, students are encouraged to think critically and apply mathematical concepts to real-world situations," he said.

Under the theme "playing with maths," the event underscored a departure from conventional teaching methods towards a more dynamic and enjoyable learning experience.

By integrating playful elements into the curriculum, AKU-IED aims to cultivate a positive outlook on mathematics among students, laying the groundwork for future careers in the field.

Primary school teachers in Dar es Salaam lauded the initiative for its potential to transform the educational landscape.

Ms Tayana Bwire, a mathematics teacher at Mabibo Primary School, is a passionate advocate for innovative teaching methods.

According to her, embracing these methods is crucial for revitalising mathematics education. She emphasised that this fresh approach breathes new life into the subject, making it more livable and enjoyable for students.

By incorporating interactive activities and games into lessons, Ms Bwire believes that students will not only find math more engaging but also develop a deeper understanding of mathematical concepts.

"This approach breathes new life into mathematics education, making it more loveable and enjoyable for students," she said.

Mr Hassan Juma, another teacher, echoed similar sentiments, noting the positive impact of interactive learning activities on student motivation and comprehension.

"By incorporating games and hands-on experiences, students will not only master mathematical concepts but also develop critical thinking and problem-solving skills," he shared.

For his part, Mr Rajab Mwakalinga, a teacher at Mbezi Beach Primary School, commented, "I foresee that the positive impact of innovative teaching methods on my students' attitudes towards mathematics will be truly remarkable in the near future.”

He continued: “The anticipated shift towards a more dynamic and engaging approach is expected to reignite their curiosity and enthusiasm for the subject. By embracing these methods, we will not only foster a deeper understanding of mathematics but also nurture a generation of confident problem-solvers."

Students we spoke to eagerly anticipate the incorporation of games and interactive activities into their lessons, believing it will make learning math much more enjoyable and effective.

Many shared that math classes used to feel boring and unengaging, primarily involving passive listening.

Aisha Salum, 10, a student at Uzuri Primary School in Dar es Salaam, expressed her excitement for the prospect of learning math in a more engaging and enjoyable way.

Reflecting on her past experiences, she recalled how math classes often felt dull and uneventful, with students simply sitting and listening to the teacher.

Aisha's enthusiasm is deep, as she envisions a future where math lessons are filled with interactive games and activities.

She eagerly embraces this innovative approach, recognising the potential for these dynamic learning experiences to make math not only comprehensible but also fun and exciting.

"I'm thrilled about the prospect of learning math more enjoyably. It used to be quite dull, just sitting and listening. But if we can incorporate games and interactive activities into our lessons, I'm fully on board," she said.

Similarly, Anastasia Mafuru, 10, expressed her alignment with the proposed teaching technique. Drawing from her own experiences, Anastasia acknowledged that math has often felt like a daunting subject, filled with complex concepts and abstract theories.

However, she showed optimism as she contemplated the potential of interactive and engaging learning methods. With enthusiasm, she emphasised her agreement with the notion that such approaches could alleviate the fear associated with math.

"I completely agree. Math always seems intimidating, but if we can make it more interactive and engaging, it might not seem as daunting. Plus, it sounds like it'll be easier to grasp the concepts," she shared.

Expressing his perspective, Zuberi Daudi, a 12-year-old student, conveyed genuine enthusiasm for the proposed shift in math education.

He anticipates that the innovative approach will not only bolster understanding but also improve retention rates among students.

He emphasised the importance of engaging in enjoyable activities during the learning process, noting their potential to enhance focus and memory retention.

“I'm genuinely excited about the new approach to learning math. I believe it'll enhance our understanding and retention. Engaging in fun activities while learning will keep us more focused and help us remember what we are taught."

Baraka Dotto, a 10-year-old student, expressed optimism about the introduction of games in math education. Viewing it as a novel concept, Baraka is confident in its potential success.

According to him, integrating games into lessons will not only enhance enjoyment but also foster a love for math, contrasting with previous sentiments of contempt.

He believes that the incorporation of games will serve as a motivating factor, inspiring him to actively work on improving his math skills.

"Learning math through games sounds fantastic! Incorporating games into our lessons will make it so much more enjoyable. I think it'll also motivate me to improve my math skills," said Baraka.

Eleven-year-old Hamisa Athumani, agrees with what other students think about the proposed approach. She, too, expressed eagerness for the prospect of learning math in a fun manner.

To her, this innovative approach seems akin to blending playtime with learning time, a concept she finds exciting.

"I'm looking forward to the idea of learning math in a fun way. It feels like combining playtime with learning time. I'm confident that I'll find math much more enjoyable with this approach," she told Smart World.