Exemplary practice and outcome-based mathematics instruction in Kenyan schools/Prácticas ejemplares basadas en resultados de instrucción de las matemáticas en las escuelas de Kenya

Abstract

The general performance in mathematics among secondary school students in Kenya has over the years been poor. There is evidence that the learning environment is murky and often intractable. This calls for exemplary practice and outcome based instruction where teachers have to create a learning environment in which the learners' capabilities as well as their existing ideas could be effectively used to produce change in the learners' cognitive structures through collaborative social interactions