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Enhancing Mathematics Instruction in Sub-Saharan Africa: Localized, Evidence-Based Approaches

Wed, March 26, 1:15 to 2:30pm, Palmer House, Floor: 7th Floor, Dearborn 1

Group Submission Type: Formal Panel Session

Proposal

Sub-Saharan Africa has witnessed significant gains in terms of access to education within the past decades. However, the quality of education remains alarmingly low with 9 out of 10 pupils in learning poverty indicating a fundamental inability to grasp foundational skills (World Bank et al., 2022). This challenge is particularly acute in mathematics where some of the largest deficits can be seen in most countries (Bethell, 2016). The learning deficit in mathematics is not only substantial but also shows little sign of improvement, creating a crisis that threatens the region's future (World Bank, 2016). The overwhelming majority of children in SSA fail to achieve basic numeracy skills, a stark contrast to their peers in developed economies (Grotlüschen et al., 2020). This gap in foundational skills not only hinders individual progress but also stifles national development, as numeracy is inextricably linked to economic growth and prosperity (UNICEF 2023). The pervasive lack of qualified mathematics teachers, coupled with widespread negative attitudes towards the subject and an expectation of failure, further exacerbates the issue (World Bank, 2016). The persistent learning crisis in Sub-Saharan Africa, particularly in mathematics, underscores the urgent need to explore innovative solutions, particularly ones that leverage digital technologies to enhance educational outcomes. The CIES 2025 conference theme, "Envisioning Education in a Digital Society," directly speaks to this imperative, highlighting the transformative potential of digital technology in reshaping education.
While emerging technologies present promising avenues to address educational quality and mathematical proficiency, the optimal approach for maximizing their impact remains to be determined. Harnessing the potential of technology to bridge the attainment gap in numeracy should go alongside proven best practices in numeracy instruction. Fortunately, there is a growing body of evidence about what works to improve foundational numeracy outcomes to draw upon (Sitabkhan & Platas, 2018). While international assessments and large-scale interventions have made and continue to make important contributions to this evidence-base, it is essential to learn from impactful interventions designed and implemented by local organizations that are actively working on the ground to improve numeracy learning outcomes. Reason being that, improving numeracy in sub-Saharan Africa (SSA) requires evidence-based approaches that address both instructional quality and contextual challenges. Locally developed approaches and research must be part of the solution to address the scale of this challenge. Local organizations possess invaluable insights into the specific challenges and cultural nuances that influence numeracy instruction in their communities.
There are growing examples of such interventions and strategies that have yielded promising outcomes which can provide learnings across the continent. One of these examples is a South Africa initiative which demonstrated that high-quality teaching and learning support materials, combined with ongoing teacher training, can significantly enhance numeracy outcomes (2022). Another successful approach is the use of bilingual education models, such as the one implemented by non-governmental organization (NGO) in Senegal, which teaches students in their native languages before transitioning to French, thereby improving literacy and numeracy skills (2014). These interventions highlight the importance of targeted support, resources, and contextually relevant teaching practices in improving numeracy outcomes in SSA. It also underscores the critical importance of localization and collaboration in tackling these pressing challenges.
A new program brings together local NGOs working to improve education outcomes from across Africa and illustrates how localization, collaboration and innovation can drive positive change, including in early grade mathematics. The program provided funding to four groups of local African NGOs to jointly develop four pilot projects focused on improving numeracy. This was designed to empower local implementers to create, implement and test contextually relevant solutions. This panel will showcase these four innovative projects, each representing a unique and promising approach to tackling this complex learning challenge. Through a collaborative effort, these projects leverage technology, storytelling, and teacher empowerment to create contextually relevant solutions aimed at improving numeracy outcomes. The discussion will focus on exploring their potential to drive lasting change in mathematics education across Sub-Saharan Africa and discuss the opportunities and challenges of initiatives aimed at funding locally developed solutions and research to contribute to the global efforts to solve the learning crisis.

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