AKU tackles math struggles through teacher training

Dar es Salaam. The Aga Khan University Institute of Education Development has embarked on a journey to empower mathematics teachers and revolutionise the way the subject is taught.

This is due to the struggle with mathematics performance being witnessed in the country, a long-standing issue, with students grappling to grasp the subject and perform well in national examinations.

Recognising the need for change, over the weekend, the university hosted a two-day workshop aimed at equipping teachers with modern teaching techniques, steering away from intimidation tactics that often deter students from embracing mathematics.

Assistant Professor Peter Kajoro, leading the initiative, highlighted the importance of this approach in addressing the persistently unsatisfactory results in national examinations.

“We brought together 20 teachers from schools around Dar es Salaam and Cost regions, focusing on empowering them with competence and effectiveness in teaching mathematics,” Prof Kajoro explained. 

Other facilitators were Dr Howard Omukami ; Faculty Aga Khan University Institute for Educational Development, East Africa
Dr Munira Amirali ; Faculty Aga Khan University Institute for Educational Development , Pakistan

Central to their strategy is the promotion of algebraic thinking, a method crucial for deepening understanding and making connections within mathematical concepts.

An educational consultant, Dr Thomas Jabir, emphasised that algebraic thinking was not merely about solving equations but about understanding relationships and patterns, essential for navigating the physical world.

“Teachers need to exhibit a high level of algebraic thinking skills, including knowledge of structures, use of variables, and understanding of functions,” Dr Jabir emphasised.

The workshop aimed to equip teachers with the tools to foster algebraic thinking among students, encouraging them to articulate mathematical concepts and create an interactive classroom environment.

A mathematics teacher from Josephian Schools in Mbezi, Ms Imelda Rweyemamu, shared her newfound enthusiasm for teaching after the workshop.

“In these two days, I found myself wishing I had received this education earlier. It would have made my work easier because I really love mathematics,” Ms Rweyemamu expressed.

Reflecting on her own experience as a student, Ms Rweyemamu acknowledged the challenges she faced due to outdated teaching methods. However, she was optimistic about implementing innovative techniques to make mathematics easy for her students.

Similarly, a teacher from Aga Khan’s Mzizima Secondary School, Mr Nyansekale Kazeze, recognised the impact of intimidation on students’ perceptions of mathematics. He expressed confidence in the newfound approach, believing it would not only improve performance but also foster a love for the subject among students.

The results of the Form Four national exams in 2023 already indicate a positive trend, with a 5.34 percent increase in the pass rate for mathematics compared to the previous year. While there is still room for improvement, Dr Jabir believes that prioritising innovative teaching methods will elevate mathematics to a performing subject.

“Innovation, ability, and love for the subject of mathematics by the teachers themselves eliminate threats and instead give students a reason not to fail,” Dr Jabir emphasised.

“These kinds of initiatives offer hope. By empowering teachers and promoting algebraic thinking, the path to success in mathematics becomes clearer, paving the way for students to embrace the subject with confidence and enthusiasm,” he said.