IN THE REALM OF EDUCATION,
particularly in the teaching of mathematics, traditional methods have long been
criticised for their perceived dullness and punitive nature.
An
initiative spearheaded by Aga Khan University's Institute for Educational
Development (AKU-IED) in Tanzania that aims to reverse the trend is currently
underway.
Recognising the pressing
need for change, AKU-IED is leading the charge to reshape the landscape of
mathematics education, aiming to ignite a passion for the subject among
students.
At a recent gathering
commemorating the International Day of Mathematics 2024, AKU-IED brought
together teachers and students from four schools in Dar es Salaam.
The event served as a
platform to showcase innovative teaching approaches designed to foster
creativity and student engagement in mathematics.
Among the facilitators,
Mr Wilberforce Makau highlighted the significance of shifting attitudes towards
mathematics.
"Through interactive
activities and games, students are encouraged to think critically and apply
mathematical concepts to real-world situations," he said.
Under the theme
"playing with maths," the event underscored a departure from conventional
teaching methods towards a more dynamic and enjoyable learning experience.
By integrating playful
elements into the curriculum, AKU-IED aims to cultivate a positive outlook on
mathematics among students, laying the groundwork for future careers in the
field.
Primary school teachers
in Dar es Salaam lauded the initiative for its potential to transform the
educational landscape.
Ms Tayana Bwire, a
mathematics teacher at Mabibo Primary School, is a passionate advocate for
innovative teaching methods.
According to her,
embracing these methods is crucial for revitalising mathematics education. She
emphasised that this fresh approach breathes new life into the subject, making
it more livable and enjoyable for students.
By incorporating
interactive activities and games into lessons, Ms Bwire believes that students
will not only find math more engaging but also develop a deeper understanding
of mathematical concepts.
"This approach
breathes new life into mathematics education, making it more loveable and
enjoyable for students," she said.
Mr Hassan Juma, another
teacher, echoed similar sentiments, noting the positive impact of interactive
learning activities on student motivation and comprehension.
"By incorporating
games and hands-on experiences, students will not only master mathematical
concepts but also develop critical thinking and problem-solving skills,"
he shared.
For his part, Mr Rajab
Mwakalinga, a teacher at Mbezi Beach Primary School, commented, "I foresee
that the positive impact of innovative teaching methods on my students'
attitudes towards mathematics will be truly remarkable in the near future.”
He continued: “The
anticipated shift towards a more dynamic and engaging approach is expected to
reignite their curiosity and enthusiasm for the subject. By embracing these
methods, we will not only foster a deeper understanding of mathematics but also
nurture a generation of confident problem-solvers."
Students we spoke to
eagerly anticipate the incorporation of games and interactive activities into
their lessons, believing it will make learning math much more enjoyable and
effective.
Many shared that math
classes used to feel boring and unengaging, primarily involving passive
listening.
Aisha Salum, 10, a
student at Uzuri Primary School in Dar es Salaam, expressed her excitement for
the prospect of learning math in a more engaging and enjoyable way.
Reflecting on her past
experiences, she recalled how math classes often felt dull and uneventful, with
students simply sitting and listening to the teacher.
Aisha's enthusiasm is
deep, as she envisions a future where math lessons are filled with interactive
games and activities.
She eagerly embraces this
innovative approach, recognising the potential for these dynamic learning
experiences to make math not only comprehensible but also fun and exciting.
"I'm thrilled about
the prospect of learning math more enjoyably. It used to be quite dull, just
sitting and listening. But if we can incorporate games and interactive
activities into our lessons, I'm fully on board," she said.
Similarly, Anastasia
Mafuru, 10, expressed her alignment with the proposed teaching technique.
Drawing from her own experiences, Anastasia acknowledged that math has often
felt like a daunting subject, filled with complex concepts and abstract
theories.
However, she
showed optimism as she contemplated the potential of interactive and
engaging learning methods. With enthusiasm, she emphasised her agreement with
the notion that such approaches could alleviate the fear associated with math.
"I completely agree.
Math always seems intimidating, but if we can make it more interactive and
engaging, it might not seem as daunting. Plus, it sounds like it'll be easier
to grasp the concepts," she shared.
Expressing his
perspective, Zuberi Daudi, a 12-year-old student, conveyed genuine enthusiasm
for the proposed shift in math education.
He anticipates that the
innovative approach will not only bolster understanding but also improve
retention rates among students.
He emphasised the
importance of engaging in enjoyable activities during the learning process,
noting their potential to enhance focus and memory retention.
“I'm genuinely excited
about the new approach to learning math. I believe it'll enhance our
understanding and retention. Engaging in fun activities while learning will
keep us more focused and help us remember what we are taught."
Baraka Dotto, a 10-year-old
student, expressed optimism about the introduction of games in math education.
Viewing it as a novel concept, Baraka is confident in its potential success.
According to him,
integrating games into lessons will not only enhance enjoyment but also foster a
love for math, contrasting with previous sentiments of contempt.
He believes that the
incorporation of games will serve as a motivating factor, inspiring him to
actively work on improving his math skills.
"Learning math
through games sounds fantastic! Incorporating games into our lessons will make
it so much more enjoyable. I think it'll also motivate me to improve my math
skills," said Baraka.
Eleven-year-old Hamisa
Athumani, agrees with what other students think about the proposed approach.
She, too, expressed eagerness for the prospect of learning math in a fun
manner.
To her, this innovative
approach seems akin to blending playtime with learning time, a concept she
finds exciting.
"I'm looking forward
to the idea of learning math in a fun way. It feels like combining playtime
with learning time. I'm confident that I'll find math much more enjoyable with
this approach," she told Smart World.