Teacher who struggled with math now transforming learning through camps

For many, mathematics can be an incredibly daunting subject. The mere mention of numbers and equations can cause anxiety and stress for those struggling with it.

Esther Diera was not new to this. Mathematics was a hard nut to crack; she found it difficult to understand and often got discouraged when trying to solve the equations.

Diera studied at Mama Joy Junior School, from Std 1 up to Std 6 and did well in examinations.

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She later transferred to a public boarding school and did not struggle to fit in because she was always among the top two students.

This success helped her secure a slot in a national school for secondary studies.

As she reflects on her school years at Loreto High School Limuru, one subject in particular stood out as a constant source of struggle and frustration: Mathematics.

While many of her classmates seemed to effortlessly excel in the subject, Diera found herself struggling to understand even the most basic concepts.

Concepts that seemed intuitive to Diera’s peers often felt like insurmountable hurdles for her.

“The pace of the classroom sometimes left me behind, and the stark contrast between my understanding and that of the "bright" and "fast" learners around me often chipped away at my confidence. Mathematics felt like an exclusive club, and I was on the outside looking in,” she said.

Diera was often the student who needed extra time, struggling to grasp concepts and feeling overwhelmed by problem-solving, while her classmates seemed to navigate numbers with effortless ease.

However, everything changed when she decided to embrace positivity by practising more and seeking help from teachers.

With guidance, Diera started to see mathematics in a different light and slowly but surely, her skills improved.

The journey took an unexpected turn, guided by the belief of one teacher and now blossoming into a mission to make mathematics an exciting adventure for young minds.

Through innovative math camps conducted in collaboration with the African Maths Initiative (AMI), she has become an accomplished mathematics tutor.

GOD-SENT MENTOR

While at Loreto Girls Limuru, everything shifted when Diera met a teacher, Martin Ng’aru, whom she describes as heaven-sent.

“He was not just a mathematics teacher; he was a beacon of belief. Taking over from my previous teacher, he recognised my struggles and went above and beyond,” she said.

Ng’aru took her under his wing after he recognised the potential and willingly offered private consultations and tailored his explanations to her learning pace.

He patiently explained concepts, provided extra resources and encouraged her to ask questions and seek help when needed.

“Mr. Ng’aru never made me feel inadequate for needing extra help. Instead, he patiently guided me, breaking down complex ideas into manageable steps. What resonated most was his unwavering belief in my potential,” Diera said.

“He saw beyond my current grades and instilled in me the conviction that I could do better.”

With Ng’aru’s mentorship and guidance, her grades started to improve significantly and she developed a deep passion for the subject.

“And slowly, but surely, as I learned at my rhythm under his tutelage, my grades began to reflect that newfound belief. Mr Ng'aru didn't just teach me math; he taught me to believe in myself,” she said.

Diera excelled in her academics and became a successful mathematics tutor thanks to teacher Ng’aru, who made her dream come true.

She became a teacher and perfected her skills through teaching for about three years.

Diera taught at Savala Mixed Secondary School in Lugari Subcounty, Kakamega and St Joseph’s Nyorotis Mixed Secondary School in Likuyani Subcounty.

She felt a pull towards a broader mission, to tackle the very challenges she faced as a student.

The feeling was overwhelming that she joined Innovations in Development, Education and Mathematical Sciences (INNODEMS).

At INNODEMS, she worked, hand-in-hand with the African Maths Initiative (AMI), whose core focus is on demystifying mathematics education for primary and high school students.

“It felt like a chance to pay forward the transformative impact Mr Ng'aru had on my life, now on a larger scale through collaborative efforts with AMI,” she said.

Her first experience with the approach was during the STEM Youth Boot Camp in Arusha, Tanzania.

She witnessed the enthusiasm of students who attended the mathematics sessions terming, it an incredibly inspiring moment.

“The positive feedback, the genuine excitement they expressed about learning math in a new and engaging way, solidified my belief in this approach. It was a stark contrast to the anxiety I once felt towards the subject.”

SUCCESS THROUGH MATH CAMPS

Diera’s ideas turned into tangible actions where she joined the Innovations in Development, Education and Mathematical Sciences (INNODEMS) in partnership with African Maths Initiative to conduct math camps.

Since its inception, INNODEMS has successfully facilitated 21 impactful mathematics camps both within Kenya and in neighboring countries.

These camps have reached thousands of students, fostering a more positive and engaging relationship with mathematics.

Two camps that particularly stand out in her memory are one held at Siburi Mixed Secondary School in Homabay county, which brought together an impressive 317 students from 7 different schools.

Another camp was at Rombo Girls Secondary School in Oloitoktok, where they worked with 645 students.

These large-scale events underscored the significant reach and impact of the collaborative efforts with AMI and the dedication to transforming mathematics education.

Diera said they have received massive feedback from the success of the camps that fuels them to do more.

“Beyond the quantitative data from our entry and exit surveys, we place significant value on the qualitative insights shared by students at the end of each daily session. Guided by questions like, 'What was your key/main takeaway today? What do you wonder? And do you have any suggestions for improvement?'”

Diera said the reflections provided a rich and nuanced understanding of the barriers and enablers of mathematics education within diverse contexts.

“This comprehensive approach allows us to tailor our interventions effectively and witness genuine transformations in students' attitudes and understanding.”

The collective data and reflections consistently reveal the positive impact of the math camps.

She has witnessed students exceeding their expectations, their initial apprehension replaced by a newfound confidence and even joy in tackling mathematical problems.

“These success stories, often marked by a simple comment like, 'I never thought math could be this fun!" or insightful reflections on newfound understanding, are the fuel that drives our mission,” she added.

Diera noted that INNODEMS develops and provides resources to support thriving Math clubs in schools, fostering a continuous engagement with the subject beyond the camps.

By working closely with schools within Kakamega county, including Kakamega Comprehensive School, they provide support and implement effective mathematics learning strategies.

EMBRACE MATHEMATICS

Diera says students should embrace mathematics from a young age by learning it as an adventure and not an ordeal.

She hopes to inspire students to see mathematics not just as a subject filled with rules and formulas, but as a fascinating concept that helps to understand the world.

“To my fellow educators, I urge you to make the learning of mathematics engaging and enjoyable. Let's move away from rote memorisation and embrace methods that foster curiosity, exploration, and a genuine understanding of the underlying principles,” she said.

By making mathematics fun and relatable, it empowers learners to think critically, solve problems creatively, and ultimately, see the beauty and reward in the world of numbers, a world that should be open and exciting for everyone, she said.

“Just as one teacher's belief changed my life, our collective approach, through dedicated organizations like INNODEMS and collaborations with initiatives like AMI, reaching thousands of students and supporting ongoing engagement in schools, can change the trajectory of countless young learners in Kenya and beyond.”