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��MATHEMATICS INSTRUCTIONAL PRACTICE IMPROVEMENT PROJECT (MIPIP) KENYA�

Addressing Disparities in Student Performance in Mathematics through Data Informed Practices in Secondary Schools in Kenya

Presenter: Professor Martin Wanjala (PI)

Partners: TUC, Kibabii, Kabianga, Moi and Cooperative Universities

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Research Question

How can we improve the use of data to inform and improve instructional practice and student learning outcomes in mathematics in Kenya?

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Focus

Teacher Professional Development

Professional Learning Communities

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To generate knowledge and evidence on data-driven pedagogical and inclusive practices that improve student learning outcomes and promote gender equality and inclusiveness in mathematics education

To strengthen mathematics education stakeholders’ knowledge, skill and attitudes in use of data and gender equality and inclusive practice to inform and improve practices and student learning outcomes in mathematics education; and

To mobilize knowledge and evidence generated through engagement of key stakeholders by establishing Knowledge Network of Mathematics Educators (KNME) and leverage this for gender equality and inclusivity initiatives in mathematics instruction and uptake and scaling impact of the findings beyond study regions.

Objectives

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Methodology

Population

The project involves 50 PLCs of 250 secondary school mathematics teachers across 11 Counties in Kenya

Gender

PLCs comprise of 3 to 5 teachers of both genders and each PLC is composed of teachers from the same school.

Data Collection

in schools during PLCs meetings and teacher interactions with learners during instruction in class and outside class with individual students and in small groups

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Project Activities

Data is recorded in videos and audios and the teachers also fill teacher learning monitoring templates for:

Student Data on

Current Beliefs and Assumptions

Teacher Data on

Design and Plan for Learning and Action

Project Data on

Team logs for Meeting Activities & Decisions and Individual and Team Progress & Self-Assessment.

A professional Learning Community of teachers in Bungoma County

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Project Team Activities

Analysis of learner errors, data driven strategies and preparation of digital content and use of LMS

Regular visits to schools to monitor and supervise activities of teachers and enforce guidelines on facilitation and conversations as per the MIPIP framework.

Development of the framework that stipulates guidelines for facilitation and conversations in PLCs for productive and meaningful discussions among small groups of teachers.

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Data Analysis Framework

Facilitation Activities

Conversations

in PLC’s

Summaries

Moves that the teachers make and the possible reasons for & consequences of these moves are categorized under process, content and community

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moves classified under process, content, learner, mathematics and practice

Data summaries are obtained, coded and analyzed for patterns

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Results

Communities of Practice: Teachers learning from one another through continuous professional development improves their confidence, pedagogical knowledge and skills and enhances adoption of effective (GEI) instructional strategies

Enhanced Teacher Collaboration: PLCs provide a structured framework for teachers to collaborate, share insights, and collectively work towards improving instructional practices..

Continuous learning of teachers through dialogue around effective instructional practices: peer teaching & learning, learner centered classroom practices, use of locally available resources and mathematization of environment.

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Recommendations

Upscaling to other Counties

Entrenching data collection to inform instructional Practice

Institutionalizing MIPIP in mathematics improvement strategies