BY THE ARUSHA NEWS REPORTER
Educationists meeting in Arusha have called for more interactive and practical methods for teaching Mathematics, often seen as a difficult subject although it is the cornerstone of nearly all development in life.
The opinion was reached at during the Second African-Nordic Conference on Mathematics, held in Arusha from August 11-14, 2026 under the theme “Collaborative Research in Mathematics and Mathematics Education for Sustainable Development.” The conference drew researchers from Africa and beyond.
In one study, University of Dar es Salaam (UDSM) researcher Morwo Likinjiye examined the experiences of 406 undergraduate Mathematics students in Tanzania. The study identified both systemic and student-related factors linked to low performance, while students also raised concern about lecturers, teaching approaches and the nature of Mathematics courses.
Another Tanzanian study by Honorata Kihaga of Mkwawa University College of Education examined teaching in large mathematics classes. It found out that participatory lectures, small-group interaction and whole-class discussion increased student participation and classroom dialogue despite large class sizes.
Prof Bettina Dahl Søndergaard of the University of Bergen also emphasised active student participation, including problem-based and project-based learning alongside conventional lectures.
Meanwhile, Dr Celester Ssali of Makerere University showed how Mathematics could be connected to everyday cultural practices, identifying Mathematical ideas in terracing, embroidery, traditional storage systems and the Ugandan game “Omweso” or “Bao” in Kiswahili, which is a deeply popular Mancala board game in Africa that involves quite complex mental calculation.
Taken together, the presentations suggested that making Mathematics more participatory and connected to real life could help students see the subject as more relevant, easy and approachable.
