Numeracy errors deepen as children progress through lower primary

Numeracy mistakes among learners become more complex as they move from Grade One to Grade Three, a new  Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Echidna assessment has found.

The assessment, conducted under the Numeracy for Life (NFL) in Early Years Education (EYE) project, also found that few teachers responsible for teaching numeracy at the early-years level attained the 75 per cent benchmark in pedagogical knowledge.

''Only 10.1 per cent of pre-primary teachers attained the benchmark in pedagogical knowledge, compared with 22.4 per cent of lower-primary teachers,'' said CEMASTEA  National Trainer Ms Rahab Chiira, who represented the chief executive, Mrs Gladys Masai.

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The findings emerged from a Training Needs Assessment conducted in 15 counties selected because they had a high gender parity index.

The study covered pre-primary learners in PP1 and PP2 and lower-primary learners in Grades One to Three, as well as teachers who taught the respective classes.

Learner data were collected through Learner Assessment Tests (LATs), which had six items for each level. Teacher data was collected using a Teacher Proficiency Test (TPT) assessing content mastery and pedagogical knowledge. Lesson observations were also conducted.

“We conducted a training needs assessment in partnership with Echidna for the Numeracy for Life project for teachers. We went to about 15 counties, which were selected based on gender parity, specifically those that were found to have the highest gender parity," she said.