{"id":1042,"date":"2025-05-28T22:00:44","date_gmt":"2025-05-28T22:00:44","guid":{"rendered":"https:\/\/daara.academy\/?p=1042"},"modified":"2026-04-09T21:13:06","modified_gmt":"2026-04-09T21:13:06","slug":"grade-three-learners-struggle-with-math","status":"publish","type":"post","link":"https:\/\/daara.academy\/fr\/2025\/05\/28\/grade-three-learners-struggle-with-math\/","title":{"rendered":"Une \u00e9tude montre que la plupart des \u00e9l\u00e8ves de troisi\u00e8me ann\u00e9e ont des difficult\u00e9s en math\u00e9matiques de base"},"content":{"rendered":"\t\t
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Shocking revelations have emerged that the majority of learners in grade three are struggling with solving simple tasks in mathematics.<\/h3>

Studies show that more than 97 percent of students experience difficulty in mastering mathematical skills, while 54 percent struggle with problem-solving.<\/p>

Grade Three Learners Maths Struggle<\/strong><\/h3>

\u201cOnly then can we break the cycle of math difficulties and give every student a fair chance to succeed.\u201d<\/p><\/div><\/div><\/div>

\"\"<\/p>

Director, Innovations and Practice, at Zizi Afrique Foundation Virginia Ngindiru shows Usawa Agenda Executive Director Dr. Emmanuel Manyasa learning materials during Numeracy Stakeholders Forum hosted by The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation at CEMASTEA, Karen, on February 05, 2025. [Stafford\u00a0Ondego, Standard]<\/strong><\/em><\/p>

Additionally, research highlights that students who lack practice, receive inadequate instructional support, or have undiagnosed learning disabilities such as dyscalculia face even greater hurdles. Grade Three Learners\u00a0<\/span><\/p>

Education experts and teachers now warn that early difficulties in mathematics can have long-term consequences if not addressed with the right support.<\/p>

Zizi Afrique Foundation Director Dr John Mugo warns that foundational gaps in math can begin as early as first grade.<\/p>

\u201cIf students fail to grasp basic mathematical concepts early on, it places them at a greater risk of academic struggles later in life. These gaps don\u2019t just affect their school performance but also their ability to make informed decisions in adulthood,\u201d Dr Mugo explained.<\/em><\/p>

According to him, the root of the problem often lies in foundational gaps, language barriers, and mismatched teaching methods. Grade Three Learners\u00a0<\/span><\/p><\/div>

“When a child doesn\u2019t fully understand concepts like place value or fractions, it becomes difficult to progress. Math builds on itself, so missing out on early concepts creates long-term struggles,” he stated.<\/em><\/p>

Speaking during a workshop on Foundational Numeracy in Kenya at Centre for Mathematics, Science and Technology Education in Africa, Dr Mugo called for differentiated instruction to accommodate\u00a0various learning styles<\/a>.<\/p>

“Some children thrive with hands-on activities, others need repetition, and some benefit from peer learning,” he added. “Recognizing these differences can transform a student\u2019s math experience.”<\/span><\/em><\/p>

\"\"<\/p>

Teachers arrange learning materials during Numeracy Stakeholders Forum hosted by The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation at CEMASTEA, Karen, on February 05, 2025. [Stafford\u00a0Ondego, Standard]<\/strong><\/em><\/p>

Dr. Emmanuel Manyasa, Director, Usawa Agenda points to a lack of practice and reliance on rote memorization as obstacles to mastering math.<\/p>

“Memorizing formulas without understanding their application makes problem-solving tough. Students need hands-on learning\u2014using real-world examples and manipulatives can make a difference,” said Dr Manyasa.<\/em><\/p>

Dr Manyasa recommends breaking down complex math problems into smaller, manageable steps, using real-life examples to make math relatable, and incorporating differentiated instruction to cater to diverse learning styles.<\/p><\/div><\/div>

\u201cWe need to focus on early intervention. Teachers should assess students\u2019 mathematical skills early and frequently. The sooner we identify learning difficulties, the better we can provide tailored support,\u201d emphasized Dr. Manyasa.<\/p><\/blockquote>

Perhaps one of the biggest, yet often overlooked, barriers is math anxiety. Dr Manyasa said many children develop a fear of math due to past failures or negative experiences.<\/p>

“A student who believes they\u2019re ‘bad at math’ will struggle even before they start solving a problem. Building confidence is just as important as teaching skills,” he said.<\/p>

Grace Mwathe, Curriculum expert KICD cited language barrier as a major setback in learning.<\/p>

He said many children struggle to decode the language of math problems, especially in settings where English is not their first language.<\/p>

“If they can\u2019t comprehend the wording of a problem, they won\u2019t even get to the numbers. It\u2019s not just a math issue\u2014it\u2019s also a literacy issue,” Mwathe said.<\/em><\/p>

She further said the curriculum is designed to take care of foundation skills hence need for effective delivery.<\/p>

\u201cHow are the teachers facilitating learning in numeracy and mathematics which is the core. This is before they access and group the errors learners make. Majority of learners are still stuck at single digit level,\u201d she added.<\/em><\/p>

\"\"<\/p>

A Teacher arrange learning materials during Numeracy Stakeholders Forum hosted by The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation at CEMASTEA, Karen, on February 05, 2025. [Stafford Ondego, Standard]<\/em><\/strong><\/p>

Geoffrey Wanyama, a primary school teacher in Bungoma observed that beyond comprehension challenges, poor visual-spatial skills can hinder problem-solving.<\/p>

“Some students find it hard to visualize shapes, patterns, or even the relationships between numbers. For children with dyscalculia, this difficulty is even more pronounced, requiring specialized support,” he explained.<\/em><\/p>

Virginia Gindiru, Director Innovations and practice at Zizi Afrique Foundation said that early intervention and\u00a0tailored teaching methods<\/a>\u00a0are key to helping struggling learners.<\/p>

“We need to reinforce foundational skills through interactive and engaging methods. Using visuals, breaking down problems into simpler steps, and making math relatable through real-life scenarios can help,” said Gindiru.<\/em><\/p>

According to her cognitive development theory, elementary school children are in the Concrete Operational stage, meaning they learn best through hands-on experiences rather than abstract concepts.<\/p>

\u201cEarly detection and intervention are key to ensuring students do not fall through the cracks. By prioritizing foundational math skills and addressing learning challenges head-on, the future of many young learners can be transformed for the better,\u201d she said.<\/em><\/p>

Maria Omare, Action Foundation insists that parents, school administrators, and education policymakers must work together to create an environment that fosters mathematical literacy for grade three learners.\u00a0<\/p>

\u201cWe need better resources, more training for teachers, and a curriculum that acknowledges the different ways children learn,\u201d said Omare.\u00a0<\/em><\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Shocking revelations have emerged that the majority of learners in grade three are struggling with solving simple tasks in mathematics. Studies show that more than 97 percent of students experience difficulty in mastering mathematical skills, while 54 percent struggle with problem-solving. Grade Three Learners Maths Struggle \u201cOnly then can we break the cycle of math difficulties and give every student a fair chance to succeed.\u201d Director, Innovations and Practice, at Zizi Afrique Foundation Virginia Ngindiru shows Usawa Agenda Executive Director Dr. Emmanuel Manyasa learning materials during Numeracy Stakeholders Forum hosted by The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation at CEMASTEA, Karen, on February 05, 2025. [Stafford\u00a0Ondego, Standard] Additionally, research highlights that students who lack practice, receive inadequate instructional support, or have undiagnosed learning disabilities such as dyscalculia face even greater hurdles. Grade Three Learners Education experts and teachers now warn that early difficulties in mathematics can have long-term consequences if not addressed with the right support. Zizi Afrique Foundation Director Dr John Mugo warns that foundational gaps in math can begin as early as first grade. \u201cIf students fail to grasp basic mathematical concepts early on, it places them at a greater risk of academic struggles later in life. These gaps don\u2019t just affect their school performance but also their ability to make informed decisions in adulthood,\u201d Dr Mugo explained. According to him, the root of the problem often lies in foundational gaps, language barriers, and mismatched teaching methods. Grade Three Learners “When a child doesn\u2019t fully understand concepts like place value or fractions, it becomes difficult to progress. Math builds on itself, so missing out on early concepts creates long-term struggles,” he stated. Speaking during a workshop on Foundational Numeracy in Kenya at Centre for Mathematics, Science and Technology Education in Africa, Dr Mugo called for differentiated instruction to accommodate\u00a0various learning styles. “Some children thrive with hands-on activities, others need repetition, and some benefit from peer learning,” he added. “Recognizing these differences can transform a student\u2019s math experience.” Teachers arrange learning materials during Numeracy Stakeholders Forum hosted by The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation at CEMASTEA, Karen, on February 05, 2025. [Stafford\u00a0Ondego, Standard] Dr. Emmanuel Manyasa, Director, Usawa Agenda points to a lack of practice and reliance on rote memorization as obstacles to mastering math. “Memorizing formulas without understanding their application makes problem-solving tough. Students need hands-on learning\u2014using real-world examples and manipulatives can make a difference,” said Dr Manyasa. Dr Manyasa recommends breaking down complex math problems into smaller, manageable steps, using real-life examples to make math relatable, and incorporating differentiated instruction to cater to diverse learning styles. \u201cWe need to focus on early intervention. Teachers should assess students\u2019 mathematical skills early and frequently. The sooner we identify learning difficulties, the better we can provide tailored support,\u201d emphasized Dr. Manyasa. Perhaps one of the biggest, yet often overlooked, barriers is math anxiety. Dr Manyasa said many children develop a fear of math due to past failures or negative experiences. “A student who believes they\u2019re ‘bad at math’ will struggle even before they start solving a problem. Building confidence is just as important as teaching skills,” he said. Grace Mwathe, Curriculum expert KICD cited language barrier as a major setback in learning. He said many children struggle to decode the language of math problems, especially in settings where English is not their first language. “If they can\u2019t comprehend the wording of a problem, they won\u2019t even get to the numbers. It\u2019s not just a math issue\u2014it\u2019s also a literacy issue,” Mwathe said. She further said the curriculum is designed to take care of foundation skills hence need for effective delivery. \u201cHow are the teachers facilitating learning in numeracy and mathematics which is the core. This is before they access and group the errors learners make. Majority of learners are still stuck at single digit level,\u201d she added. A Teacher arrange learning materials during Numeracy Stakeholders Forum hosted by The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation at CEMASTEA, Karen, on February 05, 2025. [Stafford Ondego, Standard] Geoffrey Wanyama, a primary school teacher in Bungoma observed that beyond comprehension challenges, poor visual-spatial skills can hinder problem-solving. “Some students find it hard to visualize shapes, patterns, or even the relationships between numbers. For children with dyscalculia, this difficulty is even more pronounced, requiring specialized support,” he explained. Virginia Gindiru, Director Innovations and practice at Zizi Afrique Foundation said that early intervention and\u00a0tailored teaching methods\u00a0are key to helping struggling learners. “We need to reinforce foundational skills through interactive and engaging methods. Using visuals, breaking down problems into simpler steps, and making math relatable through real-life scenarios can help,” said Gindiru. According to her cognitive development theory, elementary school children are in the Concrete Operational stage, meaning they learn best through hands-on experiences rather than abstract concepts. \u201cEarly detection and intervention are key to ensuring students do not fall through the cracks. By prioritizing foundational math skills and addressing learning challenges head-on, the future of many young learners can be transformed for the better,\u201d she said. Maria Omare, Action Foundation insists that parents, school administrators, and education policymakers must work together to create an environment that fosters mathematical literacy for grade three learners. \u201cWe need better resources, more training for teachers, and a curriculum that acknowledges the different ways children learn,\u201d said Omare.\u00a0<\/p>\n","protected":false},"author":1,"featured_media":1043,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-1042","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news-from-partners"],"_links":{"self":[{"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/posts\/1042","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/comments?post=1042"}],"version-history":[{"count":20,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/posts\/1042\/revisions"}],"predecessor-version":[{"id":3222,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/posts\/1042\/revisions\/3222"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/media\/1043"}],"wp:attachment":[{"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/media?parent=1042"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/categories?post=1042"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/daara.academy\/fr\/wp-json\/wp\/v2\/tags?post=1042"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}