Reform-Based Mathematics in Kenya

Abstract

The focus of this chapter is to describe efforts to implement reform-based mathematics practices in Kenya preprimary classrooms. As much of the research behind reform-based practices comes from high-income contexts, the authors explore how practices can be adapted to middle income contexts through a case study with seven teachers. Using observations, surveys, and interviews, they present data around two key strategies common in reform-based math: questioning strategies and small group, hands-on work. They show that teachers struggled to use open ended questions, which may be related to their pedagogical knowledge. Teachers were successful with implementing small group work, especially after they were comfortable with the content. They discuss what types of research are needed to better understand how reform-based math practices can be adapted to be used across countries with varying levels of resources.