Strategies and interventions employed by teachers in supporting students with mathematics learning difficulties in Kenya

Abstract

ABSTRACT Adequate mathematical skills are essential for successful outcomes in education and in the future workplace. However, mathematical learning difficulties (MLD) are a common occurrence that affects up to about eight percent of children in a typical classroom. Effective teacher practices are important in enhancing mathematical learning outcomes for learners with MLD. This exploratory case study examined perceptions and expereinces of four mathematics teachers in supporting learners with MLD at a secondary school in Kenya. Research questions sought to determine teacher perceptions about their learners with MLD, considerations teachers made in planning for learners with MLD, and support strategies that were used to remediate learners with MLD. Four major themes are highlighted: Teacher perception of learners with MLD; teacher considerations in planning for learners with MLD; instructional strategies used by teachers to support learners with MLD; and challenges experienced by teachers in supporting learners with MLD. Recommendations are presented.