For the Reform of Mathematics Educationin Kenyan Secondary Schools 【Reports】

Strengthening mathematics and science education at secondary level was declared in the SeventhNational Development Plan of Kenya to establish industrialization and its sustainability. On the otherhand, Japan declared “the educational cooperation to African countries" at the general meeting of UNC-TAD (United Nations Conference on Trade and Development) in April 1996. The declarations of bothcountries realized the fruition of SMASSE(1)project from July 1998 to June 2003.In line with Kenyan government policy, the SMASSE project was launched to enhance mathematicsand science education by in-servicing secondary school teachers in the country with assistance of JapanInternational Cooperation Agency (JICA). The project, therefore, conducted intensive baseline study inthe very first year of operation in order to grasp the situation of mathematics and science education forits preparation.Among this study , the views on educational objectives and on teaching approaches were asked bothto students and to teachers by means of multiple-choice questionnaires. The students' data on mathemat-ics was mainly presented in this paper, which was arranged per grade in terms of preference in choices,because it describes the characteristics of Kenyan mathematics classroom effectively. This can be a firststep towards comprehensive understanding of mathematics education in Kenya.