Mathematics is often considered one of the most challenging subjects worldwide, yet it remains critical in shaping future engineers, scientists, and economists.
The struggle with math proficiency has been an ongoing concern in the United States, with many falling behind in key competencies. As industries increasingly rely on STEM professionals, there is an urgent need to enhance math education and make it more engaging, practical, and accessible.
Enter Edward Ochieng Oyugi, a renowned Kenyan mathematician and educator with over two decades of experience fostering math excellence.
His innovative teaching methods, commitment to student success, and strategic use of technology position him as a game-changer in the U.S. education system. At the heart of his mission is Edward’s Math Academy—an institution designed to revolutionize math pedagogy and the approach to teacher training in the U.S.
“The program transforms how math is taught and understood,” says Oyugi.
“Through Edward’s Math Academy, I am addressing the systemic inefficiencies in math education by equipping teachers with the tools and strategies to develop confident, analytical thinkers.”
He emphasizes the need for innovation in teacher training, which can address systemic inefficiencies and ensure the development of critical thinking and problem-solving skills essential for STEM fields: “We cannot expect students to excel in math if their educators aren’t trained in methods that truly engage them,” says Oyugi.
“My program focuses on collaborative learning and technology-driven instruction—so we can inspire problem-solving and critical thinking, the foundation of success in STEM fields.”
Oyugi envisions his program as a catalyst for change in the U.S. education system: “Edward’s Math Academy is designed to improve math proficiency and redefine how educators teach.
“By fostering real-world problem-solving skills, teachers are trained in specific math pedagogy to prepare students to thrive in the industries that drive economic progress.”
Transformative Training Through Edward’s Math Academy
The academy’s emphasis on practical teacher training addresses the national implications of improving math education. Research has consistently shown that well-trained teachers are the most influential factor in enhancing student achievement in mathematics.
“It’s time to rethink math education, invest in teachers, and build a future where every student can excel,” Oyugi explains.
‘I believe that by integrating these methods into the academy’s curriculum, I can pave the way for significant progress in how math is taught across the country.”
Undoubtedly, he is equipped for the task; Oyugi’s expertise in the Collaborative Learning Approach and Concrete-Representational-Abstract (CRA) Method were successfully implemented during his time at Aga Khan High School. In less than a year, he improved the average student math score from 8.07 to 9.818.
Stella Njagi, Head of School at Aga Khan, praises Oyugi for his dedication to innovation for the benefit of the school: “He actively contributed to the development and implementation of innovative teaching methodologies,” Njagi recalls.
During the pandemic, Oyugi led efforts to develop digital platforms for remote learning, ensuring that students remained engaged despite disruptions to traditional schooling.
His initiatives kept them on track academically and demonstrated the power of tech-driven, interactive learning—a model that U.S. schools can further expand upon.
Oyugi has contributed as a science patron (2009), chemistry advisor (2010), supervisor (2011), and mathematics project judge (2012 and 2013). He was also a chief judge of the Schools Association Science Congress in 2012.
Oyugi is also a member of the Kenya National Academy for Sciences and a participant in the Golden Climate International Project Olympiad.
The State of U.S. Math Education and the Interest of American School Teachers in Edward’s Math Academy
Despite the increased focus on STEM education, the U.S. struggles with declining math scores and H-1B reliance on talented foreign labor in STEM fields. The National Assessment of Educational Progress (NAEP) reports little improvement in math proficiency over the past two decades.
This decline has created a need for a more targeted approach to math education, something Edward’s Math Academy can offer. Multiple schools in the U.S. have expressed interest in the academy, with many teachers praising its potential, saying its groundbreaking methods can bring positive change.
Stephany M. Llurag, an Elementary Lead Teacher at Tecoy Porter College Prep (Fortune School) in Sacramento, California believes Edward’s Math Academy is truly transformative for math teacher training: “It’s a game-changer when it comes to approaching math teaching.”
She adds: “Its innovative strategies are designed to empower educators and elevate student engagement and comprehension.”
Llurag says two key techniques make all the difference: the Collaborative Learning Approach and the Concrete-Representational-Abstract (CRA) Method.
The Collaborative Learning Approach creates an environment where teachers work together to solve complex problems, encouraging peer-driven discussions that foster more profound understanding.
In parallel, the CRA Method guides educators in helping students navigate the learning process by moving from tangible, concrete examples to more abstract representations, thereby solidifying their grasp of complex mathematical concepts.
Llurag believes these scientifically backed methods redefine traditional teacher training and transform educators into true pedagogical experts: “It can equip teachers with innovative strategies that enhance student engagement and comprehension.”
There is no doubt her opinion, which is reflective of hundreds of others in the profession, underscores the potential of these techniques to shift classroom dynamics and improve overall student outcomes.
Lluraghas seen a growing interest among her colleagues and school leadership in integrating these advanced pedagogical techniques into their curriculum, revealing: “I have talked to multiple teachers at my school and the principal; we are very interested in subscribing to Edward’s Math Academy to train our Math teachers in his advanced pedagogical techniques.”
These techniques have attracted veterans interested in joining Edward’s Math Academy, seeing it as a method to redefine their futures and careers.
A number of investors are also already on board with the math pedagogy, including Catherine Madinde, Edward Manyibe, and Moon Awidhi. Oyugi’s proposed initiative has amassed over $150,000 in investments due to their belief in the value of the academy and its benefits.
This enthusiasm reflects a broader national trend toward adopting evidence-based training programs that address longstanding gaps in math instruction, ultimately equipping educators to better prepare students for success in STEM fields.
Through the Collaborative Learning Approach and the CRA Method, Edward’s Math Academy is setting a new standard for teacher training that promises to enhance the quality of math education across the country.
Alignment with Federal and State Education Goals
The academy’s mission supports national goals of expanding STEM education access, particularly in underserved communities, and addressing teacher shortages through innovative training models.
This has attracted several government officials and institutions determined to improve outcomes in mathematics.
Oyugi’s groundbreaking work has gained recognition at the government level from Kenya’s Ministry of Education. He has conducted training for others in creative methods of teaching mathematics, as well as for secondary mathematics and science teachers. He was awarded for his mathematics exhibitions at Nyanza schools and for winning second place in the Coast Region’s mathematics contest.
In 2023, he worked with Talanta Hela to support mathematics innovation. The government initiative is a part of Kenya’s Ministry of Youth Affairs and strives to monetize the talents of young people by identifying and developing their skills for future careers.
Oyugi also expanded education access by steering a community-based learning program among youth in Mathare, a disadvantaged area of Nairobi.
By offering affordable, high-quality certification programs, Edward’s Math Academy addresses both the economic feasibility concerns of aspiring teachers and the pressing need for qualified math educators in schools nationwide.
The benefits of Edward’s Math Academy extend far beyond training teachers. By improving teacher training quality, the academy strengthens STEM pipelines, ensuring a steady flow of skilled professionals into the aerospace, data science, and engineering industries. Additionally, the academy reduces the need for costly remedial education programs, saving taxpayers millions annually.
Oyugi’s vision is one of long-term sustainability: creating jobs within the education sector, enhancing math proficiency at a national level, and ultimately contributing to the U.S. economy by producing a stronger STEM workforce.
“My work helps develop critical thinking and problem-solving skills, which they use throughout their lives,” he says. “This math pedagogy means many hundreds of students have pursued careers in STEM fields, and it’s rewarding to know that I played a role in their journey through this method.”
Edward’s Math Academy represents a step forward in U.S. education reform, combining innovative math pedagogy with a focus on teacher welfare and student outcomes.
His efforts promise to transform math education and solve the systemic challenges of teacher retention and financial sustainability, ensuring a brighter future for teachers and students alike.
