Frequently Asked Questions

Pedagogy

  • What ages is the program intended for?

    ConnectingMath is designed for children from Kindergarten to Grade 6 (K–G6). It includes hundreds of activities that support the full mathematics curriculum from early numeracy through advanced topics.

  • What is the suggested mode of learning?

    ConnectingMath is a supplementary learning program. It is designed for independent engagement that reinforces the concepts taught in class, bridges learning gaps, and builds fluency and confidence. We recommend allocating about one hour per week for playful learning. The ideal setting is in-class, with a supervising teacher, and small groups of 2–3 learners per tablet. This setting encourages collaboration, discussion, and shared problem-solving.

  • What about curriculum alignment?

    ConnectingMath supports Kenya’s Competency-Based Curriculum (CBC). Our learning progression follows the CBC sequence from Kindergarten to Grade 6, so students encounter topics in an age-appropriate order that reinforces school learning. To ensure individual learning experiences, the program progresses in a carefully staged sequence, using an adaptive system that selects activities based on each learner’s progress.

  • Does the program cover the entire math curriculum?

    In Kenya, ConnectingMath covers the entire K–G6 math curriculum, often with multiple activities per topic. However, the program is not intended to replace classroom instruction. It is designed as a supplementary resource that strengthens and enriches what students learn from their teachers.

  • How do you support struggling learners?

    Individual Learning gaps are one of the biggest challenges in mathematics education. When students fall behind, it is difficult to get back on board and regain confidence. ConnectingMath breaks this cycle by giving learners a safe, supportive space for revisiting and strengthening foundational concepts without classroom pressure. Students can repeat topics as needed, approach concepts from multiple angles, and explore any topic
    without fear of making mistakes.

  • Does the program track student progress?

    Yes, in a privacy-safe way. To ensure that students learn on their individual pace and difficulty level, the program monitors their progress. However, we do not collect personal identifying information (PII). Data is used only to support adaptive learning and program statistics.

  • Do children need any prior math knowledge?

    No. The program begins with basic numeracy and pattern recognition activities, and gradually builds math knowledge and confidence. Students can start wherever they are — from early concepts to more advanced topics, and progress at any pace that suits them.

Implementation

  • Are teachers expected to have technical expertise?

    No. Children start using the activities immediately and intuitively, without technical onboarding. Teachers unlock the tablets, open the app, and let the students play. Just in case, we provide introductory sessions, printed guides, and ongoing support (either online or via our local coordinators).

  • How many tablets or devices are needed?

    For most schools, 12–18 tablets are enough to serve the entire student population. Students typically work in small groups of 2–3 learners, allowing a single set of tablets to support classes of 30+ students. The tablets are shared between classes at different times. We also support a model where one coordinator with 20 tablets serves multiple schools by visiting a different school each day.

  • How long is a typical session?

    Although schools can set their own schedules, we recommend 45-minute sessions. We encourage allocating post-session time for reflection, discussion, and off-screen exploration. This ensures that technology supports — rather than dominates — the learning process.

  • Is internet access required?

    Only minimally. The program is built specifically for environments with unstable connectivity. It supports offline use, offline login, temporary storage of progress, and late syncing when connection resumes. We recommend that devices connect to the internet at least once a week. Even in cases of low bandwidth or periods with no access, learning can continue without interruption.