Building Resilient Mathematics Learners: Teacher-Student Dynamics and the Fight Against Ethnic Inequities in Kenyan Schools

• In Event: Empowering Educators: Fostering Learner-Centered Approaches and Resilience Across Global Classrooms

Abstract

This study explores the role of teacher-student relationships in building resilient mathematics learners in Kenya. It examines how these relationships impact student performance and engagement, particularly concerning mathematics anxiety. The research addresses ethnic inequities in education, emphasizing culturally responsive teaching and equitable resource allocation. Utilizing mixed methods, it highlights significant disparities in student-teacher ratios across different school categories, influencing learning outcomes. Positive teacher-student interactions can mitigate mathematics anxiety. The study advocates for policy reforms and professional development to support teachers in diverse settings. By addressing these factors, the research aims to promote a more inclusive and equitable educational system, empowering students to succeed in mathematics and beyond.

Author

• Jane Jebet Bitok, Kenyatta University