An investigation into mathematical concept development among Kenyan primary school children

Abstract

Kenya's problems relating to the demand for scientific and mathematical knowledge are more far-reaching, as elsewhere in the developing countries. No person can get far in scientific and mathematical thinking unless he masters the relevant concepts in science and mathematics. This study therefore, aimed at determining the extent to which Kenya's primary school children comprehend mathematical concepts. Secondary to this purpose, the study aimed at assessing the degree to which the same children rely on perceptual comparisons for their judgement in mathematical tasks. Three separate tasks (classification, conservat ion and measurement) which represented three distinct mathematical concepts were selected for the investigation, which used the AVET (Audio-Visual Experimental Technique) as a testing Instrument. This method combined the use ,of three senses (seeing, hearing and touching) to complete a test-task. There were 80 test - items administered to 675 children of Mombasa District, with a mean chronological age of 11.08 y'ears and a standard deviation of 1.76.