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.