James OTIENO's EDCP 342

EDCP 342 Final Assignment [James] Comparative math Curriculum:   Introduction: Math Education in Kenya.             At the time of independence in Kenya (1963), the government adopted the existed western system of education, which was 8-4-2 systems and changed to 7-4-2-3 systems in 1966 Eshiwani, G.S. (1985). Despite richness in the country’s tradition, many changes were required for the modernization of the society. Due to inadequate natural resources in the country, there was mainly need to develop the human resource. Education was therefore seen as an essential resource for economic development in Kenya. The current education system (8-4-4 system) was introduced in Kenya early 1985 with a necessary feature of the curriculum as ‘course of study’ as opposed to the previous system where national textbook was interpreted to be the curriculum. However, the new system forced the increase of secondary school mathematics cont...

Personal Reflection: EDCP 342 Course. The class was my second with Dr. Susan Gerofsky. I started with her and ended up with her. I thank her for the encouragement that has seen me through. My first day, the class was at UBC Orchard Garden. The history how the garden started remains an inspiration and a great connection to nature. I could not imagine a small portion of land could feed many people as such. Many children in Africa can get fed from the vast idle school land with a well-coordinated plan as witnessed at orchard garden.   I had a chance to review lesson plan and compared it with the one used in Kenya also unit plans much known as the scheme of work in Kenyan. The difference is that the BC is more detailed. I revisited the history how I started encountering math at an early stage of life. I also managed to sign up to BCAMT, a professional math body for future references. In the Skemp article, an example of the two school teams playing with each other and the different...

Reflection on Math Fair at West Point Grey Academy             It was the most engaging student's activity I have ever experienced.   The enthusiasm and energy most students showed were contagious. In all the tasks, I kept asking through mathematics, what one could do to keep winning and satisfy oneself in daily life experiences?   One student commented that this is the formulary government and employers deploy and keep on making the profit when doing business with the common public.   A student played with me and chose to be winning when the dice show 3, 4, or 5.   After about five minutes, I realized that the student kept on winning and paused for a moment and said that the game is not fair.   Before she replied, her friend asked me why?   It made me realize that they are prepared and know exactly the meaning of the game.   Some games were very fair, but still, one could play severally and fai...