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Success in learning mathematics is determined by individual's ability not only to read and write, but also to frame and solve complex problems and continually learn new skills. The education system in Kenya is increasingly being asked to provide learners with the skills needed to compete in an increasingly complex international market place. For this to be achieved teachers are an integral part of children's intellectual and social development. Therefore they must know how to teach in ways that help learners reach high levels of competence. A national profile of teacher quality is a necessary tool for tracking progress towards this goal. In Kenya students' performance in mathematics at KCSE has been dismal over the years and studies have been carried out on students to establish the cause of this failure. Limited research has been carried out to establish whether teacher preparedness influence performance. In this book the researcher sought to address mathematics teachers' perception of their preparedness to implement secondary school mathematics curriculum. This work addressed various issues in teacher preparation and teaching practice.
About the author
Dr. Ng'eno is a lecturer in the department of Curriculum, Instruction and Education Management of Egerton University, Kenya. He did his Bachelor of Education at Egerton, University, Laikipia Campus and Graduated in 1998. He Graduated with a Master of Education in Curriculum and Instruction in 2005 and his PhD in 2013 from Egerton university.
