Kenya Math Camp Report 2023
Kongoni Community Library, Kakamega County, Kenya
Date:14th - 18th August 2023
Participants pose for a photo at the end of the Maths Camp at Kongoni Community Library
Introduction
The Kenya Math Camp August 2023 held at Kongoni Community Library in Kakamega County, Kenya, from 14th to 18th August, was a remarkable journey into the realms of mathematics, science, and collaborative learning. The camp aimed to empower young minds with mathematical and scientific skills while fostering teamwork, critical thinking, and problem-solving abilities. This report encapsulates the themes, activities, and the spirit that made this camp an unforgettable experience.
With the participation of 40 students from 10 secondary schools, with half of the students from the neighboring Friends School Kongoni Secondary School. The diverse group of attendees, comprising 62% female and 38% male students aged between 15 and 20, brought together students from different academic levels. While a few students had prior experience attending a math camp, the majority of participants had the opportunity to attend for the first time.
Among the 17 facilitators present at the camp were 4 international volunteers, 5 local volunteers, and 6 teachers who were trained during the preparation week and participated during the camp. These 6 teachers came from 6 different schools, and their involvement added significant value to the camp. They were trained on practical methods of teaching, integration of technology, maths games, and puzzles during the preparation week. Their presence not only enriched the camp but also contributed to the community of practice. They shared their experiences and best practices, creating a supportive network for the participants and fellow educators.
Special thanks are extended to Elphas Ogong'o, Samuel Okoth, Owen Mulinya Kizito, Talu Lucian Mayabi, Feleria Adinda, Emily Flemming, Debora Nyaboke, Titus Kinuthia, Cheryl Muvoka, Museve Vitalis, Madahana Clinton, Philip Rizang'a Sabwa, Lungai John, Thuku Nahashon, Frankline Maina, Stella Bagchi, Dario Domingo, Andrea Vaccaro, Austin Hubbard, and Nelson Kassim for their dedication and support as facilitators. Their efforts greatly contributed to the success and positive experience of the math camp.
Throughout the camp, students acquired valuable skills that will undoubtedly benefit their academic pursuits and future endeavors. The engaging activities, interactive sessions, and collaborative learning opportunities provided students with a solid foundation in various mathematical topics. By promoting critical thinking, problem-solving, and teamwork, the camp empowered students to approach mathematics with confidence and enthusiasm. The success of the Kenya Math Camp 2023 serves as a testament to the importance of creating dynamic learning environments that inspire and nurture students' mathematical abilities.
The preparation week, where teachers from various schools joined in the preparation and training, played a crucial role in enhancing the quality of the camp. This collaborative effort, involving 11 teachers from 6 different schools, ensured that the camp was well-prepared and that the participants received the best possible learning experience. The training on practical teaching methods, technology integration, maths games, and puzzles not only benefited the teachers but also enriched the camp's curriculum. The camp's impact will undoubtedly extend beyond its duration, influencing the educational journeys and future achievements of the young participants.
Themes:
Data Science
The math camp included several data science sessions that covered various topics such as data collection, data cleaning, data survey, and data representation and visualization. These sessions aimed to familiarize participants with the entire data process, from gathering and cleaning data to visualizing and analyzing the results. Participants also learned how to use data effectively to support their arguments and make informed decisions.
Data Cleaning: This session engaged participants in a comprehensive process of refining and enhancing collected data. The session focused on identifying and rectifying inconsistencies, inaccuracies, and missing values within the dataset. Through collaborative efforts, attendees meticulously reviewed the data, ensuring it adhered to established standards and quality benchmarks. This process involved techniques such as outlier detection, validation checks, and imputation methods to address gaps and errors. By the end of the session, the dataset was transformed into a reliable and accurate resource, ready for further analysis and interpretation. This data cleaning endeavor played a pivotal role in preparing robust data for insightful mathematical investigations and learning experiences throughout the math camp.
Data Representation using R-Instat: This session was done by the use of a statistical software called R-INSTAT. R-Instat enhanced students' understanding and proficiency in analyzing climatic data. The objective was to empower students with the necessary skills to interpret and draw meaningful conclusions from real-world climate data. Students acquired practical skills in data analysis, gained a deeper understanding of statistical concepts, and developed teamwork and critical thinking skills. The experience enhanced their ability to comprehend and interpret climatic data, fostering a passion for environmental studies and equipping them with valuable tools for future academic and professional endeavors.
The integration of R-Instat proved to be a valuable addition to the math camp curriculum, enabling students to engage in hands-on data analysis and exploration. Through guided tutorials and practical exercises, students gained proficiency in utilizing various statistical techniques to analyze climatic data sets. They were able to apply their mathematical knowledge to interpret temperature trends, precipitation patterns, and other relevant climate variables.
Fig: Students using R-Instat to plot box plots, line plots, scatter plots etc
GapMinder: Data visualization is a crucial component that equips campers with the knowledge and abilities to critically understand and think about data. Gapminders is a program that provides data sets that participants can use to view and interpret.
Programming and Robotics
Introduction to Creative Coding
The incorporation of robotics into the camp opened up exciting avenues for involving students in computational thinking – a method of planning, problem-solving, and systematic information analysis akin to how computers operate. This fostered logical thinking, decomposition of problems, pattern recognition, and step-by-step solution development. Educational robotics thrives when integrated with dynamic teaching techniques, rather than existing as a separate subject. Learning through robotics aligns well with inquiry-based and problem-based learning approaches. For instance, schools can amalgamate robotics into projects, merging it with programming resources across various subjects.
The camp's theme featured five sessions, guiding students through the basics of Edison robot programming using barcode instructions. These instructions included tasks like following light, navigating obstacles, tracing lines, moving forward, and executing left turns. These sessions progressed to block-based programming, which employs drag-and-drop commands, followed by instruction in Scratch, a high-level visual programming language.
Promoting Coding to Learn
But the significance of these sessions extended beyond robotics. They set the stage for students to embark on an exciting journey of creative coding, which they would later use in creating projects that not only promoted coding to learn but also explored mathematical fun, games, and puzzles.
Empowering with Scratch
Despite the challenges of remote learning without physical robots, students are introduced to Scratch, allowing them to continue learning and pursue creative projects.
Scratch, an open-source platform, empowers users to learn and create digital content interactively, providing a seamless transition for skills acquired during the camp. It offers an additional means of engaging with robotics.
Blockly, developed by Google, uses graphical blocks to represent coding concepts, easing students into programming fundamentals without the complexity of syntax. Blockly Games, tailored for beginners, enhances learning through gaming experiences.
Enhancing Program Design Skills using Scratch
The curriculum also encompassed flowchart sessions, equipping learners with skills in effective program design. These sessions went beyond the technicalities of coding; they encouraged students to think critically, plan systematically, and develop problem-solving strategies.
Through this comprehensive approach to creative coding, students not only gained proficiency in programming but also cultivated a love for exploring mathematical concepts through hands-on projects, games, and puzzles. This fusion of coding and mathematics not only enriched their learning experiences during the camp but also laid the foundation for them to continue their mathematical journeys with a creative twist.
Example Game: Guess the Number
One engaging game that students explored during the camp was the classic "Guess the Number" game. In this game, a number between 1 and 20 was secretly chosen, and the students were challenged to guess it. The game facilitator would then provide feedback, indicating whether the guess was correct, too high, or too low.
Introduction to Flowcharts
During this game, students not only enjoyed the thrill of guessing but also learned valuable problem-solving skills. The session introduced them to the concept of flowcharts, which are graphical representations of a process. Flowcharts use decision trees to make choices and guide actions.
Practical Application of Flowcharts
To practice using flowcharts, students began by following a sample flowchart's directions. This exercise resulted in them raising their hands to reveal a resultant number between 1 and 10. It was a fun way to understand how flowcharts work in decision-making processes.
Creating Their Own Flowcharts
After getting the hang of it, the students had the opportunity to create their own flowcharts. They applied this knowledge to design decision trees for the "Guess the Number" game, making the game more interactive and engaging.
Coding the Game in Scratch
But the learning didn't stop at designing flowcharts. The campers took their newfound problem-solving skills and the building blocks of the game they had created and applied them to coding. They used Scratch, a visual programming language, to bring the "Guess the Number" game to life. This practical application of coding not only enhanced their understanding of programming concepts but also allowed them to see how coding can turn a simple idea into an interactive game.
Through this session, students not only had a blast playing "Guess the Number" but also developed critical thinking skills, problem-solving abilities, and a foundational understanding of flowcharts and coding. It was a perfect example of how the math camp combined fun and learning to empower young minds.
Modeling
The sessions on modeling served as both an introduction to higher learning math and an inspiration for how to address problems using mathematical models. It’s fun to introduce students to real-world problems, solved through mathematical models incorporating the use of technology to apply logical reasoning, forecast, and develop control measures. Giving students the chance to recognize some societal issues as well as attempt to develop mathematical models based on evidence. The sessions on modeling included:
Mathematical Modeling-Simple math model: A very simple climate model is a basic representation of the Earth's climate system that focuses on a single factor, often atmospheric carbon dioxide (CO2) concentration, as the primary driver of temperature changes. This model disregards various complex interactions and feedback mechanisms present in the real world. Model does not account for factors like changing wind and precipitation patterns, the distribution of CO2 within the atmosphere, the influence of other greenhouse gases, and more intricate climatic variables. The model served as a foundational tool for understanding the fundamental concept of greenhouse warming and its link to temperature changes. It highlighted the direct relationship between CO2 concentration and atmospheric temperature, providing a starting point for learning about more comprehensive climate models that consider a wider range of factors.
Game of Chance: The game involved selecting a green color from a box, and the probability of selecting green changed dynamically based on the selections made. The aim of this game was to provide students with an interactive and engaging way to understand the concept of probability and how it can change in response to events. The game consisted of 2 boxes containing different numbers of red and green. In the initial setup, there were more greens and fewer reds, and in the second box, there were more reds and fewer greens. The chances of selecting green in one box were high, whereas the chances in the second box were lower. As students participated in the game by selecting colors from the boxes, the chances were not adjusted based on the outcomes since there was replacement after selection. The interactive nature of the adjusting probabilities based on their selections captured their attention and motivated them to observe and analyze the changing dynamics.
Plinko Probability: The session was designed to provide learners with an interactive and engaging experience in understanding probability. At the beginning, there was a coin toss exercise to introduce basic concepts. Out of the toss, they made the decision to move either to the right or to the left. This simple exercise laid the foundation for discussing probability as a measure of uncertainty. After familiarizing the learners with basic probability concepts, the session encouraged participants to think critically about alternative ways of solving problems. The exploration of alternative probabilities encouraged creative thinking, while the plinko game simulations provided a visual and engaging context for understanding how probability distribution emerges in real-world scenarios.
Fig: Students using PhET to explore the plinko probability concept, “Pascal’s Triangle”
Mathematical Thinking
Through a series of activities—Tower of hanoi, graph coloring, genius square, palindrome numbers using R-Instat, mixed up socks—the math camp emphasized the development of mathematical thinking skills. The campers were urged to use their critical thinking abilities to spot trends and create problem-solving plans. For the purpose of stimulating the campers' thinking and enhancing their mathematics skills, a new issue or subject was taught in each session. The campers left with a solid understanding of mathematics, organizational skills, and a methodical way of thinking that they could use to tackle a variety of issues.
Tower of Hanoi: The Tower of Hanoi is a classic mathematical puzzle involving the movement of a stack of disks between three pegs. The puzzle adheres to three simple rules: one disk can be moved at a time, disks are placed on top of other disks, and larger disks cannot be placed on top of smaller disks.
At the Math Camp, students tackled the Tower of Hanoi puzzle using two methods: the inductive method and the iterative method. The inductive method began with the base case of moving a single disk, and then students used recursion to solve the puzzle for increasing numbers of disks. They broke down the problem into smaller sub-problems, moving disks between pegs with the help of an auxiliary peg.
Alternatively, the iterative method involves a loop that iterates through each disk. Students identified patterns and sequences of moves for each number of disks, adjusting the source, destination, and auxiliary pegs accordingly. They repeated the loop until all disks were successfully transferred to the destination peg.
Both methods allowed students to solve the Tower of Hanoi puzzle by recognizing patterns, leveraging previous solutions, and systematically moving the disks. By applying these methods, students gained a deeper understanding of problem-solving, patterns, and recursion.
Graph Coloring:During the math camp, an engaging activity focused on the concept of coloring maps unveiled captivating mathematical intricacies rooted in graph theory. The participants were encouraged to design their own maps or utilize the provided one, with the challenge of filling the map using a minimal number of colors. Surprisingly, no more than four colors were required for this task, as demonstrated in the provided solution.
The activity centered around a map that was seemingly straightforward but held profound mathematical implications. By employing just four distinct colors, participants learned to color the map while adhering to a crucial rule: regions sharing edges must not share the same color. The process was illustrated step by step, revealing the complexity hidden beneath the surface of the seemingly simple problem. The extension segment touched on the intriguing question of determining the minimum number of colors required to color any given map. The conclusive answer, established as four, showcased the profound connection between graph theory and this deceptively simple yet captivating mathematical puzzle.
Genius Square: At the math camp, an interactive session introduced participants to a game that builds on the principles of Tic-tac-toe while enhancing strategic thinking. This game, known as the "15 Game," challenged students to employ mental calculations and forward planning, much like its predecessor. Initial discussions revolved around the game's complexity compared to Tic-tac-toe, prompting students to consider strategies for success.
As the session progressed, students explored the game's dynamics within a square and along a linear path. Guided by thought-provoking questions, they gradually grasped the concept of a "magic square," where the sums of all lines equate to 15. This revelation transformed the game's essence into achieving a line of three numbers, akin to Tic-tac-toe. The activity showcased how altering perspectives can simplify intricate problems, fostering an environment of innovative problem-solving. By the end, participants were empowered to navigate the "15 Game" with newfound proficiency, illustrating the effectiveness of mathematical transformations in tackling complex challenges.
Introduction to Chess: Chess, a game of historical significance and intricate strategies, has held the fascination of intellectuals and mathematicians for centuries. Beyond its recreational nature, chess possesses qualities that position it as a valuable asset in the realm of mathematics. This correlation between chess and mathematics, was exemplified in the camp's sessions, highlighting chess's role as a cognitive workout that fosters mathematical reasoning, problem-solving, and strategic acumen.
Camp participants had the chance to explore chess as a beneficial mental exercise, nurturing skills directly transferable to mathematical problem-solving and analytical thinking. Embracing the teachings and principles drawn from chess can amplify mathematical prowess and contribute to a more profound comprehension of diverse mathematical concepts.
Palindrome numbers using R-Instat: The palindrome number session using R-Instat conducted within the math camp provided participants with a dynamic learning experience. By combining theoretical concepts with hands-on data analysis using R-Instat, attendees gained a comprehensive understanding of palindrome numbers while enhancing their practical skills in statistical exploration and coding. We started with manual identification, thereafter mentioned how tedious that is and therefore, we could generate the list automatically by use of R-Instat. Additionally, the session introduced learners to another set or type of number(s). It was also a great opportunity as learners explored the R-Instat cool calculator.
Mixed up socks: The Mixed Up Socks activity began with three pairs of socks neatly arranged on a table as a demonstration to the whole class. The goal was to create new pairs of mismatched socks in a way that each combination was distinct from the others. As the mixing process unfolded, careful attention was paid to ensuring that no newly formed mismatched pair was identical to another. This creative challenge encouraged participants to explore various combinations, colors, and patterns, resulting in a playful array of mismatched socks. The activity highlighted the uniqueness of each pairing and showcased how even in randomness, patterns can emerge. It was a lighthearted exercise that celebrated diversity and individuality through a seemingly simple task of mixing up socks.
Brick Walls: Given a brick with a height of 2 and a length of one, the challenge was to construct a wall of the same height but with a length of 10. Participants were provided the opportunity to tackle this problem, employing problem-solving techniques to simplify the task and identify patterns. They began by addressing smaller instances of the problem, gradually working towards a solution.
The ultimate objective was to grasp the underlying patterns in the problem and to uncover the relationship to Fibonacci numbers. Through this exercise, participants engaged with critical thinking, honed their problem-solving skills, and developed an understanding of how patterns operate in mathematical contexts.
Physical Activities
The camp programs included enjoyable, inclusive games where everyone was expected to participate in outdoor physical activities. Physical activities gave all math campers a chance to study a variety of core ideas, including counting, patterns, computing techniques, and other significant mathematical ideas. This theme's physical activities included the following games: concentration game, flag game, mingle mingle, find the ball,buzz, Card game,
Concentration games enhance your memory, coordination, and focus while having fun. The team leader tells the members to focus on the game and try to keep the beat while they stand in a circle. The crowd claps twice and taps its legs twice before repeating. Keep clapping in that manner. The leader alternates between saying his own name twice and another person's name twice.
Flag game after being divided into two teams, the individuals stand in two lines facing one another. To call and decide, one person must be in the center. An object is placed in the center of the two teams. Each player is paired with a number from the opposing side. Each time a matching pair is called, they have one round to race to retrieve the ball and return to their line without being touched. Points may be kept if the ball touches someone before going to the other side.
Card game Cards ranging from Ace to Ten are dealt to each team. Each team's 10 cards are dealt face down at random onto a table in front of them. The players run up one at a time and flip a card over. If it isn't the Ace, they turn it over again and sprint back to their team, where the following player gets a turn. They can lay the ace face up at the head of the table once it has been revealed. Card two is needed next, and so on. Play continues until one team has all of its cards properly flipped face up.
Buzz The participants sit in a huge circle. The count begins with one player stating "1," and continues around the circle with the next player shouting "2." Any number that contains a 3 or is divisible by 3 needs to have the word "Buzz" substituted for it. When someone makes a mistake, the game resumes at step 1.
Mingle mingle The leader chants, "In twos, In threes, etc." as the players from the groups with the total number that is spoken aloud go around mingling.
Find the ball This is a group activity where each team must guide a member of their team who is blindfolded towards a specific object. The activity encourages effective teamwork from the team as well as communication and individual focus.
Games and Puzzles
The math camp provided students with a range of engaging activities and puzzles. Throughout the camp, students were encouraged to solve puzzles of different difficulty levels that were displayed on the walls. They could work on these puzzles during their free time and even take them home as assignments. The students not only solved puzzles themselves but also acted as facilitators, assisting others in solving puzzles. This role allowed them to develop problem-solving skills, foster collaboration, and deepen their understanding of mathematical concepts. The math camp provided a valuable opportunity for students to engage in critical thinking, support each other's learning, and enhance their overall mathematical abilities.
Daily Puzzles: Puzzles were placed in the walls within their learning library section for the students to solve whenever they were free, most of the students could write them up in the evening and do as take home assignments. They found some of the puzzles challenging but they still found enjoyment in the process of discovery and solving them. They could then solve the challenging puzzles as a class every morning before the camp’s normal sessions start off.
Maths Competition: The inclusion of a math competition for our younger campers this year provided them with an opportunity to showcase their puzzle-solving skills within their respective houses. The math competition served multiple purposes, benefiting participants in various ways.
To begin with, the competition presented a challenge that engaged and stimulated the students' mathematical abilities. By offering intriguing puzzles and problems, the competition encouraged participants to develop their problem-solving skills and enhance their mathematical reasoning. Through the process of analyzing and solving these math challenges, students were prompted to think critically and explore different approaches to arrive at the correct solutions.
Moreover, the math competition played a crucial role in promoting a love for mathematics among the participants. By highlighting the beauty and practical applications of math beyond the classroom, students gained a deeper appreciation for the subject. The competition showcased how math extends beyond formulas and equations, demonstrating its dynamic nature and relevance in real-life situations. This exposure to the broader aspects of mathematics instilled a sense of curiosity and enthusiasm, motivating students to further explore and excel in the subject.
Furthermore, the math competition fostered healthy competition and teamwork among the participants. As students competed against each other, they were motivated to push their boundaries and strive for excellence. The friendly rivalry encouraged them to work harder, improve their skills, and achieve higher results. Additionally, the competition emphasized collaboration as participants engaged in discussions, shared strategies, and learned from one another. These collaborative efforts not only enhanced the overall learning experience but also developed essential teamwork skills that are valuable for their future academic and professional pursuits.
Quick Maths: This session involved Eight mathematics problems given to participants every day for ten minutes before lunch. Renamed “Quick Math” During this session, the students went into their houses, and each house received points for each accurate response. The lesson challenged students to utilize their minds alone, no pens,no calculators. The questions displayed in this session normally build on each other concept-wise from day one.
Journals
The students at the math camp were encouraged to keep journals and reflect on their experiences. The journals provided valuable feedback for the organizers, covering what went well, what they didn't understand, and suggestions for improvement. The journals from each day of the camp showed students' enjoyment of certain activities and challenges with specific concepts. They suggested more time and examples for better understanding. The reflections also highlighted the benefits of group work and collaboration. Students acknowledged their progress and expressed appreciation for facilitators' support. The journals demonstrated the students' learning and provided insights for enhancing future camps. Overall, the journals were a valuable tool for improving the math camp experience for everyone involved.
Teacher Training
The teacher training session at the Math Camp was a vital component of ensuring the success of the camp itself. It served as a preparatory phase that equipped educators with innovative tools and methodologies for teaching mathematics effectively while integrating technology. This report highlights the key aspects of the training program, which included the introduction to various technological teaching aids and the active involvement of teachers in co-facilitating sessions at the camp.
Technology Integration
One of the central themes of the teacher training was the integration of technology into mathematics education. Teachers were introduced to a range of powerful educational tools and software designed to make learning mathematics engaging and interactive.
Teachers were introduced to a range of powerful educational tools and software designed to make learning mathematics engaging and interactive.
Some of the notable technologies covered included:
PhET Interactive Simulations: These simulations provide a dynamic way to explore mathematical concepts. Teachers learned how to leverage PhET simulations to make abstract ideas tangible and comprehensible for students.
Geogebra: Geogebra is a versatile mathematical software that allows teachers to create interactive math content. Educators were trained on how to design Geogebra activities that promote active learning and problem-solving.
R-Instat: R-Instat was introduced as a statistical tool that can enhance students' understanding of data analysis and interpretation. Teachers learned how to incorporate R-Instat into their teaching to make statistics more accessible.
Gapminder: Gapminder provides access to real-world data sets, allowing teachers to teach data analysis and visualization in a meaningful context. Teachers explored ways to integrate Gapminder into their lessons to make data come alive for students.
Desmos: Desmos is a powerful graphing calculator that can be used for a wide range of mathematical explorations. Teachers gained insights into how to use Desmos to illustrate mathematical concepts and facilitate problem-solving.
The goal was not just to familiarize teachers with these tools but to empower them to use technology as a means to enhance students' mathematical understanding and engagement. Teachers had the opportunity to experiment with these technologies and create sample activities during the training.
Co-Facilitation and Feedback
Teachers played a crucial role during the math camp as co-facilitators. They actively participated in guiding students through various activities, providing valuable insights, and encouraging mathematical discussions. This collaborative teaching approach enriched the learning experience for students and allowed them to benefit from a diverse range of teaching styles and expertise.
Additionally, teachers were encouraged to reflect on their co-facilitation experiences and provide feedback. Their input was invaluable in improving the camp's teaching methodologies and activities. It also fostered a culture of continuous improvement and shared best practices among educators.
Development of Educational Material
The preparation week, which preceded the camp, served not only as training for teachers but also as a creative hub for the development of new educational materials. During this week, local and international organizers and volunteers collaborated to create innovative math resources. These resources were designed to be shared with students, teachers, academics, and anyone interested in organizing similar educational events independently. The collaborative effort led to the creation of a significant number of resources that are now widely available for educational purposes.
The collaborative effort led to the creation of a significant number of resources that are now widely available for educational purposes.
Science Slam
Mathematical Research: Have you ever wondered how research can be an exhilarating journey into the depths of knowledge? The mathematical research session was about empowering young minds to become researchers, explorers, and communicators of STEM subjects!
In three captivating sessions, the students were introduced to the enchanting world of research. We believe that knowledge becomes even more powerful when shared, and what better way to do it than through a project?
Our journey began by helping students choose topics that ignited their curiosity. We encouraged them to ask questions like, "What do I already know?", "What do I need to know?", and "Where can I find out?". These questions paved the way for meaningful research.
Next, it was all about delving deep into the chosen topics. We discussed various research methodologies and data collection techniques. Students learned how to design research questions that could lead to valuable insights.
But that wasn't all – our students had the opportunity to craft their very own research topics and develop guiding questions. Their passion for discovery and mathematical prowess shone through their work.
The culmination of this fantastic journey? Our very own Science Slam!
Imagine students confidently presenting their findings, structured into introduction, main issue, and conclusion. Whether through posters, presentations, or videos, they shared their research with the world.
This session wasn't just about academic growth; it nurtured crucial life skills like critical thinking, problem-solving, and effective communication.
We're incredibly proud of our young researchers, and we can't wait to see how they'll continue to shape the future with their curiosity and knowledge.
Houses
The math camp consisted of four houses that encouraged collaboration and inter-house competitions. The houses were named after notable mathematicians and had distinctive colors: Alan Turing (Green), Srivasa Ramanujan (Yellow), Emmy Noether (Red), and Ada Lovelace (Blue).
Conclusion
The Kenya Math Camp 2023 was an exceptional journey into the world of mathematics, science, and collaboration. Throughout the camp, participants delved into data science, programming, modeling, mathematical thinking, physical activities, games, puzzles, journals, and the culminating Science Slam. The camp not only deepened their understanding of these subjects but also instilled essential life skills such as teamwork, critical thinking, problem-solving, and effective communication.
The enthusiastic participation of students, the dedication of our talented facilitators, and the vibrant house competitions all contributed to the success of this camp. We witnessed students transform into young researchers, critical thinkers, and problem solvers. Their passion for mathematics and science was palpable as they confidently presented their findings during the Science Slam.
As we conclude this chapter of the Kenya Math Camp, we look forward to seeing these young minds continue to explore the fascinating world of STEM subjects. We are confident that the skills they have acquired during this camp will not only serve them well academically but also empower them to make a positive impact on their communities and the world.
A heartfelt thank you goes to all the participants, facilitators, and supporters who made this camp possible. Together, we have ignited a spark of curiosity and a love for learning that will continue to shine brightly in the hearts and minds of these young scholars.
The Kenya Math Camp 2023 may have concluded, but the journey of discovery and exploration continues. We eagerly await the next chapter in the adventure of mathematics and science education.
The teacher training at the Math Camp was instrumental in equipping educators with the tools and strategies needed to create a dynamic and technology-enhanced mathematics learning experience for students. The collaborative and immersive approach taken during the training and the subsequent camp have undoubtedly contributed to the success of the Math Camp program in promoting mathematical understanding and enthusiasm among students.
Stay curious, keep learning, and let the magic of mathematics illuminate your path. For more information and access to additional resources, please visit virtualmathscamp.com. We extend our sincere appreciation to the kind sponsors who made the Kenya Math Camp 2023 possible: Supporting African Maths Initiative (SAMI), University of Geneva, African Maths Initiative (AMI), INNODEMS, and Kongoni Community Library.