Can we afford a future without mathematics?

That was the question that reverberated through the TransCentury Auditorium at Strathmore University, April 24, 2025 where some of the country’s leading minds in education gathered for a no-holds-barred Knowledge Café titled: “Counting the Cost: Should Mathematics Be Optional?”

Just days before the event, public debate had reached fever pitch. A proposal to make mathematics optional under the Competency-Based Curriculum (CBC) had stirred national anxiety, prompting concerns from educators, unions, and policymakers alike.

And then came the verdict.

On the morning of the Knowledge Café, Julius Ogamba, Education Cabinet Secretary, announced that mathematics will remain compulsory in primary and secondary schools. The decision, a product of broad-based consultations, marked a pivotal shift in national discourse and an unmissable context for a conversation that would prove as timely as it was transformative.

This means that students who choose the STEM (Science, Technology, Engineering, and Mathematics) field will study advanced Math, while those pursuing the other two pathways will study simplified Math, a compromise designed to uphold mathematical literacy while accommodating diverse learning trajectories under the Competency-Based Curriculum.

In the Knowledge Café session, moderated by Dr. Churchill Saoke, Director, Strathmore Energy Research Centre, each panelist brought their own lived experience to the table, stories that painted a mosaic of mathematics in Kenya’s past, present, and future.

Personal Journeys, National Reflections

“I never understood why my classmates were gloomy during math class,” shared Dr. Mary Sichangi, a Senior Mathematics Education expert with over 30 years of experience across Africa. She reflected on how the joy of learning mathematics in her home sharply contrasted with the dread often found in classrooms.

For Dr. Florence Kiragu Nyamu, a Senior Lecturer in Mathematics Education at Kenyatta University, mathematics opened a path from Kenya to Harvard: “Despite my background, mathematics took me to Harvard, where I did my master’s. Mathematics is life. It’s in everything we do.”

Dr. Alice Karuri, a Development Economist, Researcher and Lecturer, School of Humanities and Social Sciences, once a natural at math in primary school, revealed how poor pedagogy dimmed that early spark: “Maybe it was how math was taught that changed everything.”

Dr. Mary Achieng, a Senior Lecturer and Director of Research at the Strathmore Institute of Mathematical Sciences, said her journey in mathematics is driven by a passion for mathematics, a passion to see it being taught well.

“I envision a future where mathematics is delivered in a way that inspires the next generation of mathematicians, and where every learner can appreciate it as both a discipline and a practical tool for everyday life.”

Their stories raised a critical point. The issue is not mathematics itself, it’s how we teach it.

Math and the Competency-Based Curriculum (CBC)

Dr. Sichangi was clear about unpacking the CBC’s structure. “Mathematics must remain foundational, even for learners pursuing non-STEM pathways.” She acknowledged the need for flexibility in curriculum design but emphasized the importance of basic mathematical literacy for all.

Her perspective found common ground with her fellow panelists, who agreed that math is not just academic, it’s a life skill. In today’s world of climate change, fintech, AI, and sustainable development, numeracy is no longer optional.

The Pedagogy Crisis

One question lingered. Why do so many students fear or fail mathematics if mathematics is essential?

“Math is often taught in an abstract way. We must show students its relevance and application. Let’s bridge the gap between numbers and real life,” said Dr. Karuri.

Dr. Achieng emphasized a shift in mindset. “Math is a creative medium. We must view it as a way of knowing, not just something we do to pass our exams.”

Dr. Nyamu pointed to the root cause. “The biggest gap lies in how we train teachers. We must rethink teacher education for mathematics. Great math teaching begins with great math teachers.”

From teacher training to content relevance, the panel agreed: fixing pedagogy is more urgent than removing math from the curriculum.

Where Do We Go from Here?

Now that the government has resolved to keep math compulsory, what comes next? The panelists offered a roadmap.

~Make mathematics innovative – “The 21st-century student is restless,” said Dr. Sichangi. “We must invest in innovative thinking. Math must evolve with the learner.”

~Train our teachers, globally – “We’re not educating Kenyans for Kenya,” said Dr. Nyamu. “We’re preparing them for the world.”

~Invest in delivery – “Let’s not just require math. We must deliver it efficiently and creatively,” urged Dr. Karuri.

~Fund research and integrate math across all learning – “We need more research on how we teach Mathematics at every level. The future is mathematical. Let’s get the teaching right,” concluded Dr. Achieng. “It underpins our technological development.”

As the dust settles on the policy pronouncement and the voices of the Knowledge Café echo beyond our halls, one thing is clear. Mathematics is here to stay, but it cannot remain the same. It must evolve to meet the needs of the present and prepare for future uncertainties.

Article written by Stephen Wakhu