Numeracy errors deepen as children progress through lower primary

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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.

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.

CEMASTEA administered learner assessment tests on numeracy for PP1 and PP2. The agency also conducted a teacher proficiency test for teachers in pre-primary and lower primary.

“We found gaps in both areas because, for the teachers, we administered a test, observed lessons and also assessed their knowledge of pedagogy. If I could give the percentages, for PP1 and PP2 teachers, those who met the benchmark of 75 per cent were only 10.1 per cent. For Grade 1 to Grade 3, it was a bit higher, at around 40 per cent. You can see that these are the teachers who are taking care of our learners,” she said.

The expert said there were also gaps identified in the learners, for instance she said most learners make factual errors in numeracy.

"When learners make factual errors, it shows that there is an issue. If a learner is telling you that 2+4 is 10, or they are adding and you are finding out that they can't add 2+3 to get 5 then there is a problem. We felt that you are the pedagogical leaders who prepare these teachers who go to teach these learners, and that is why CEMASTEA felt that we should share these findings from our study so that we can ask you to prepare the teachers in college. We should work together to bridge the gap," she said.

Among pre-primary learners, the assessment found strong foundational skills in rote counting, number-quantity relationships, number writing and simple addition.

However, substantial learning gaps remained in shape recognition and, to a lesser extent, number recognition and subtraction.

At the lower-primary level, the assessment found factual errors among learners, with conceptual and procedural errors increasing as learners progressed from Grade One to Grade Three.

The findings also showed comparable achievement between boys and girls at the pre-primary level.

No statistically significant differences were observed between boys and girls in any of the tasks administered.

The assessment also examined the ability of teachers to demonstrate mastery of the numeracy content they are expected to teach.

''Only 28.8 per cent of pre-primary teachers attained the 75 per cent benchmark in content mastery, while 52.5 per cent of lower-primary teachers attained the benchmark,'' she said.

The results showed a higher proportion of teachers attaining the benchmark in content mastery than in pedagogical knowledge at both levels.

At pre-primary level, the difference was particularly notable, with 28.8 per cent of teachers attaining the benchmark in content mastery compared with 10.1 per cent in pedagogical knowledge.

Among lower-primary teachers, 52.5 per cent attained the benchmark in content mastery compared with 22.4 per cent in pedagogical knowledge.

The assessment has prompted CEMASTEA to call on principals of Teacher Training Colleges (TTCs) to partner with the institution in ensuring that student teachers are adequately prepared to teach numeracy skills at pre-primary and lower-primary levels.

The principals were called upon to ensure that student teachers are well prepared to teach the skills, which were noted to be essential foundations for learning mathematics at higher levels.

CEMASTEA also noted that it had trained TTC tutors on learner-centred and play-based learning, as well as the use of technology strategies.

The principals were asked to ensure that the gains made through the training are shared with their colleagues and transferred to student teachers.

The move is aimed at ensuring that student teachers are well prepared to teach learners effectively.

The assessment brings together findings on both learner performance and teacher proficiency in the early years, covering the skills learners demonstrate and the content and pedagogical knowledge of the teachers responsible for teaching them.

For pre-primary learners, the results showed that several basic numeracy skills were already well developed, particularly rote counting, number-quantity relationships, number writing and simple addition.

The gaps identified at the same level included shape recognition, number recognition and subtraction.

Among lower-primary learners, the assessment identified factual errors, with conceptual and procedural errors increasing from Grade One to Grade Three.

The assessment also established that boys and girls performed at comparable levels in the pre-primary tasks, with no statistically significant differences recorded in any of the areas assessed.

For teachers, the findings showed that the proportion attaining the 75 per cent benchmark was higher in content mastery than in pedagogical knowledge.

The difference was observed among both pre-primary and lower-primary teachers.

The findings have placed emphasis on the role of Teacher Training Colleges in preparing student teachers to teach numeracy at the early-years level.

CEMASTEA asked TTC principals to work with the institution to strengthen the preparation of student teachers and ensure that the knowledge and skills acquired by tutors are passed on to trainees.

The assessment has also highlighted specific areas of learner numeracy that were assessed at the pre-primary and lower-primary levels, including number recognition, number-quantity relationships, number writing, addition, subtraction and shape recognition.

The findings on lower-primary learners showed that while factual errors were present, conceptual and procedural errors became more pronounced as learners moved from Grade One to Grade Three.

CEMASTEA called on TTC principals to focus on ensuring that future teachers are prepared to teach numeracy effectively at the levels covered by the assessment.

The institution said the numeracy skills developed at pre-primary and lower-primary levels are essential foundations for learning mathematics at higher levels.

Kenya Teachers College Principals Association (KTCPA) chairperson Margaret Khainga, who is also the chief principal of Thogoto Teachers Training College, said the principals’ conference had brought together key institutions involved in teacher education, including the Kenya National Examinations Council, Kenya Institute of Curriculum Development and the Ministry of Education.

She said the conference theme, “Foundations First: Leading Institutional Excellence for Teacher Preparation in Foundational Learning for Better Educational Outcomes at Scale,” reflected the critical role of TTCs in preparing teachers for the early years of education.

Diploma in Teacher Education (Pre-Primary and Primary) graduates are trained to teach learners from PP1 to Grade 6.

“As teacher educators, we are committed to teacher preparation that will hold the foundations firm because, as we all know, a building is only as strong as its foundation. We are the people building the foundation of education in this country,” Ms Khainga said.

She said TTCs must ensure graduates are equipped to deliver literacy, numeracy and social-emotional learning effectively.

Reporting originally appeared via Nation Africa. Read the full source for additional context.