The 2025 Error Analysis Report, produced through collaboration with the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), continues to inspire action across Kenya’s education ecosystem, offering critical insights into learners’ misconceptions and teaching gaps. At high-level forums, including the USIU-Africa Symposium on Foundational Learning and CEMASTEA’s STEMtastic Adventures Africa Symposium, educators experienced error analysis in action through a live mathematics session with Grade 2 learners
The session reinforced the importance of reflective teaching, addressing individual learner needs, and designing responsive lesson plans. With CEMASTEA now
adopting error analysis as a core research project and committing to scale it nationally, the approach is taking root in Kenya’s education system. In addition, Zizi
Afrique Foundation (ZAF) convened numeracy champions meeting at the Thogoto Teachers Training College to further deepen teacher educators’ confidence in
adapting monitoring tools and teaching strategies, with one educator noting. As one of the Tutors noted “This exercise has enabled me to think beyond the tools we get, which in a way limit our innovativeness. We should endeavour to have mindopening platforms like this to expand our approach and scale.” This demonstrates that change is moving from exposure to sustained pedagogical practice within TTC systems.
