Dr. Emmanuel Manyasa, Director, Usawa Agenda points to a lack of practice and reliance on rote memorization as obstacles to mastering math.
"Memorizing formulas without understanding their application makes problem-solving tough. Students need hands-on learning-using real-world examples and manipulatives can make a difference," said Dr Manyasa.
Dr Manyasa recommends breaking down complex math problems into smaller, manageable steps, using real-life examples to make math relatable, and incorporating differentiated instruction to cater to diverse learning styles.
"We need to focus on early intervention. Teachers should assess students' mathematical skills early and frequently. The sooner we identify learning difficulties, the better we can provide tailored support," emphasized Dr. Manyasa.
Perhaps one of the biggest, yet often overlooked, barriers is math anxiety. Dr Manyasa said many children develop a fear of math due to past failures or negative experiences.
"A student who believes they're 'bad at math' will struggle even before they start solving a problem. Building confidence is just as important as teaching skills," he said.
Grace Mwathe, Curriculum expert KICD cited language barrier as a major setback in learning.
He said many children struggle to decode the language of math problems, especially in settings where English is not their first language.
"If they can't comprehend the wording of a problem, they won't even get to the numbers. It's not just a math issue-it's also a literacy issue," Mwathe said.
She further said the curriculum is designed to take care of foundation skills hence need for effective delivery.
"How are the teachers facilitating learning in numeracy and mathematics which is the core. This is before they access and group the errors learners make. Majority of learners are still stuck at single digit level," she added.
Geoffrey Wanyama, a primary school teacher in Bungoma observed that beyond comprehension challenges, poor visual-spatial skills can hinder problem-solving.
"Some students find it hard to visualize shapes, patterns, or even the relationships between numbers. For children with dyscalculia, this difficulty is even more pronounced, requiring specialized support," he explained.
Virginia Gindiru, Director Innovations and practice at Zizi Afrique Foundation said that early intervention and tailored teaching methods are key to helping struggling learners.
"We need to reinforce foundational skills through interactive and engaging methods. Using visuals, breaking down problems into simpler steps, and making math relatable through real-life scenarios can help," said Gindiru.
According to her cognitive development theory, elementary school children are in the Concrete Operational stage, meaning they learn best through hands-on experiences rather than abstract concepts.
"Early detection and intervention are key to ensuring students do not fall through the cracks. By prioritizing foundational math skills and addressing learning challenges head-on, the future of many young learners can be transformed for the better," she said.
Maria Omare, Action Foundation insists that parents, school administrators, and education policymakers must work together to create an environment that fosters mathematical literacy.
"We need better resources, more training for teachers, and a curriculum that acknowledges the different ways children learn," said Omare.
"Only then can we break the cycle of math difficulties and give every student a fair chance to succeed."