Grace of Mariata Primary & Junior School: Kisumu Mini-Maths Camp

Dates: February 5th , 2024 & March 8th, 2024.

How do you know if you are good at Maths? 

This is a reflection of the half-day and full day mini maths camp that took place at Grace of Mariata Primary and Junior School in Kisumu in the months of February and March 2024, engaging different sets of students from ages 7 to 14. This initiative drew inspiration from the African Maths Initiative Maths Camp programs on Happy Classroom, Maths Game Envoys, Maths Camps and Maths Clubs as well as the Nrich's program on Becoming a Better Mathematician. The objective was to engage young learners in stimulating mathematical activities, present the happy classroom model lessons and foster a love for the subject and promote problem-solving skills.

Drawing on resources such as the maths club starter pack, VMC card decks, and the happy classroom model lessons, the camp aimed to provide an enriching mathematical experience for participants. Additionally, the maths game envoys program complemented the activities, encouraging interactive learning and collaboration among learners.

Fig: What is a happy Classroom?

The day's events were organized into simultaneous sessions for the younger students (grades 1 to 3) in their happy classroom and the older students (upper primary and junior secondary) separately. The camp comprised a series of engaging tasks, indoor and outdoor, inclusive and fun designed to challenge participants to explore mathematical concepts independently and then apply their knowledge collaboratively. Activities focused on identifying number patterns, understanding factors and multiples, and honing mathematical reasoning skills.

Fig: When you explore and play with some maths, you make a discovery for yourself. Can you apply what you have found in a new situation?

The diverse range of activities accessed at virtualmathscamp.com, tailored to different age groups aimed to create an inclusive learning environment where all participants could thrive. Through hands-on exploration and group discussions, students were encouraged to develop critical thinking abilities and cultivate a deeper appreciation for mathematics.

Fig: Can you persuade someone else about your ideas by reason?

This marked the beginning of a journey to provide a valuable opportunity for children to interact with mathematics in a fun and interactive way, setting the stage for future mathematical exploration and growth coming up on March 8, 2024.

What Now?

On 8th March, inspired by the school's culture of hosting inclusive and engaging extracurricular activities every second Friday of the month, students embarked on a full-day journey of math-focused fun. More than just delving into mathematical topics and routines, they had the chance to explore problem-solving, articulate their thought processes, and foster a positive attitude toward themselves as mathematics learners. 

Our objective was to provide enriching extracurricular activities centered around mathematics, creating an environment of collaboration and healthy competition between House Grace and House Kenyatta. Tailored for children aged 7 to 14, this maths camp aimed to be both enjoyable and educational, offering a blend of interactive challenges and spirited teamwork. Furthermore, as a follow up, we sought to assess the effectiveness of this initiative for potential replication and evaluation in other settings, ensuring that its impact can be accurately reported and shared.

Here is a reflection from one of the facilitators, Okoth M. Chariga. Michael is passionate about utilizing data to inform decisions and policymaking in both public and private spheres, offering solutions to research challenges:

"On March 8th, 2024, I participated as a facilitator at the mini math camp at Grace of Mariata academy. Engaging with the students, particularly the fourth to seventh graders, I observed their enthusiasm and participation throughout the day. The activities transitioned from competitive to collaborative, from exploration to consolidation, and from introduction to deeper understanding. Students grasped concepts like identifying pairs with similar properties and realizing multiple solutions to problems. Despite initial shyness, they became more collaborative, supporting each other in problem-solving. The involvement of teachers was notable, indicating their readiness to continue such activities independently."

Owen further shared his experience working with students in grades one to three. Owen Mulinya Kizito, an educator and math consultant, brings together a distinctive mix of mathematical proficiency and educational insight, enabling him to recognize educational patterns, address intricate challenges, and achieve concrete outcomes:

“Transitioning from randomness to systematic thinking is a pivotal aspect of mastering mathematics. At Grace of Mariata, we conducted an engaging activity showcasing this journey.

In the six beads activity, conducted with 7-9 year old students at the Taita math camp, we aimed to cultivate systematic thinking. Initially, students struggled to organize their thoughts, but with the aid of a real abacus at Grace of Mariata, remarkable progress was evident. Students could now arrange bottle tops to form numbers like 3, 13, 31, and 30 on the abacus.

During group discussions, students demonstrated a clear understanding of place value. First-grade students placed bottle tops without fully grasping ones and tens, while second-grade students understood how positioning affected number size. Third-grade students articulated why certain placements altered number magnitude.

Through collaborative efforts and observation, students progressed from random placements to recognizing possibilities. Their ability to articulate observations showcased their engagement and comprehension.

Overall, the six beads activity facilitated students' transition from randomness to systematic thinking, fostering a deeper understanding of mathematical concepts.”

Samuel Okoth, an experienced educator and enthusiastic proponent of innovative teaching approaches, brings his expertise in Science Education and Mathematics to the fore. He highlights that, 

“Introducing students to different types of triangles can often be dull, especially when using terminology unfamiliar to them. However, the interactive activity inspired by NRICH: a card game where students explore and match cards with similar features in groups, fostered collaboration, reasoning, communication, and discussion while consolidating knowledge of triangle types. A session that implemented this exploration-to-consolidation activity, during the camp, provided middle school students with a unique opportunity to reason, collaborate, and reflect on their understanding of triangle properties.

The task provided valuable opportunities to engage with various aspects of mathematics. The first task encouraged exploration and discovery, allowing an opportunity to deepen understanding and hone skills. It was satisfying to see how the knowledge gained from exploration could be applied in new situations, highlighting the practical relevance of mathematical concepts.”

Feleria, who is dedicated to promoting Inclusive Mathematics Education through playful methods to ensure enjoyment for learners from diverse backgrounds, highlighted a challenge:

“One notable difficulty encountered was students' struggle to grasp the concept and rules of Game 21. Despite efforts to make the activities interactive, some students seemed hesitant to fully participate. This may stem from unfamiliarity with learning through play or difficulty understanding the process. To address this, additional guidance, encouragement, and clear instructions were identified as necessary to foster students' acceptance of play as a valuable learning tool.

Similarly, introducing playful learning presented challenges as students navigated from traditional classroom settings to self-directed learning. Some students appeared uncertain about approaching the activity, indicating a need for clearer instructions and modeling. Providing examples and demonstrating the learning process through play could boost students' confidence and skills during these sessions.

The highlight of Game 21 was observing students engage in the game without fixating on outcomes or competitive strategies, illustrating the essence of Play to Learn. However, the Handshake problem session faced difficulties, with some students expressing shyness and frustration when demonstrating answers. Encouraging a growth mindset and fostering collaborative problem-solving can empower students to overcome obstacles and develop confidence gradually.

In addressing these challenges, it's crucial to reflect on the camp's objectives and adapt strategies to cater to students' needs, particularly in junior grades. This may involve providing written rules, clear instructions, and cultivating a supportive learning environment where students feel encouraged to take risks, learn from mistakes, and collaborate effectively.”