At every release of the KCSE results, we cry for the poor performance in mathematics and sciences.

In the 2025 end of secondary examination (KCSE), 47,798 (approximately 4.81%) candidates scored a straight E, while half of the candidates (48.98%, or 486,095) scored a D+ and below. Only 27.18% (270,715), achieved a C+ and above, representing a small group eligible for direct university entry.

This has been the trend, despite mathematics being a compulsory subject. Research and learning assessments over the last decade have established one thing – these Es stem from the foundation.

Failing in mathematics is manufactured during the first five years of schooling, Pre-primary 1 to Grade 3, and this happens through four different ways. But first we look at the facts.

According to the most recent FLANA Report (Usawa Agenda, 2025), one in five children in grade three can solve a mathematics problem of their level, while nationally, three in 10 of the children aged 10 years can solve a grade three mathematics problem.

Earlier, the NASMLA assessment of 2020 revealed that although 59.3% of learners attained minimum numeracy proficiency levels, very few could solve higher-level mathematical tasks correctly.

Approximately 2.1% learners achieved the highest numeracy proficiency levels, indicating that most learners get stuck in basic mathematics skills and do not progress to higher-order competencies.

Overall, we find that both teachers and parents have instilled the mentality that mathematics is a hard subject, and in many cases, that this subject is not for the girls.

To understand the causes, we went down to four counties in Nairobi, Bungoma, Isiolo, and Nyandarua, with the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), inquiring where all this stems from.

First, we analysed the errors that children mostly make in grade 3. We established that only 3% of Grade 3 learners could solve all the addition and subtraction tasks.

Additionally, 84% of learners made factual errors, like inaccurate counting or adding, revealing wide gaps in numeracy knowledge.

Another study indicated that 58.3% of learners can provide the correct answer to two-digit addition problems in real-life contexts, while 34% cannot get these, and 7.8% won’t even attempt the questions.

This demonstrates gaps in comprehension skills. We establish that many teachers are unable to introduce the mathematical concepts in ways that most children can get them, and that the methods they use just over-complicate things.

Many teachers also struggle with mathematics, or what we call content knowledge, and thus cannot give what they dont have.

A third problem is that books and learning materials are either not enough, or do not order things the way they should follow.

Learning assessments are not used properly to support learning, while no attention is given to errors and to the many children falling behind.

The impact of people not being able to count, add, subtract, multiply, or divide, affects the lives of Kenyans in different ways.

First, poor numeracy leads to losses in management of finances. Women and men in business are unable to give correct change, and many ask for the wrong sum of money owed by the customer, leading to massive business losses.

Second, many young people fail to get jobs, given that most jobs require basic skills such as measurement, interpreting budgets or calculating simple expenditure.

Third, people scared by mathematics, even in jobs, face anxiety and others risk the loss of self-esteem. 

Fourth, numeracy is critical for health management. Patients who struggle with numbers often mis-interpret dosage instructions, facing the risks of taking more or less medication than indicated.

At a personal level, budgeting, investing and costing services becomes a life-long struggle.

But all is not lost. We have evidence on how to strengthen the foundations of math. Shifting the perception that mathematics is “hard” or “only meant for boys” is crucial, and mentorship from successful STEM role models can help.

Parents also play a critical role in promoting positive attitudes at home and engaging children in basic numeracy tasks, such as counting utensils or farm items.

Furthermore, use of concrete objectives in Pre-primary and grade 1 (manipulatives) helps, but use proper methods to reduce teh concrete objectives by grade 2, and build the muscle for mental math.

Eventually, and by end of grace 3, children can then automatically compute, without having to count fingers or objects, a practice which increases chances for errors.

Using the Concrete-Pictorial-Abstract (CPA) approach enhances automaticity and mastery of basic skills.

We have the plan to support all schools address this. With the Ministry of Education, Teachers Service Commission and other key stakeholders, a 10-year program targets that by 2035, we will move from the current one in three (20%) to four in five (70%) of children being able to reason with numbers by end of grade 3.

Children will enjoy and have fun with math, and girls will believe that this subject is also for them.

The program will train teachers in appropriate methods, avail targeted teaching and learning materials, and use assessment and data to support instruction.

Starting with seven trial counties in 2026, the program will grow to all the counties by 2029.

March 14th marked the International Day of Mathematics, and this year’s theme, “Mathematics and Hope,” reminded us of the power of numbers to shape futures and unlock potential.

As we celebrateded the International Day of Maths, we called on everyone to take one simple but powerful action: help one child believe they could succeed in mathematics. Confidence, after all, is often the bridge between fear and curiosity.

We also encouraged a shift in how we support educators. Instead of blame, we urged people to encourage at least one teacher, to remind them that they were not alone, and that we are all working together toward a shared goal of nurturing confident, capable learners.

Because when children believe, and teachers feel supported, hope becomes real

We celebrated the International Day of Mathematics 2026 with renewed commitment and hope.