Educators in a developing country who are interested in improving their methods and curricula must, of necessity, build upon the work that has been done in other parts of the world. At the same time it is important that they revise and adapt foreign material to their own needs and culture. The present article describes progress in mathematics education in Kenya, which is one of the more developed countries of East Africa. Many of the problems of Kenya are problems of all East Africa, but mathematics teachers need hardly be warned about the danger of making unwarranted generalizations. Contrary to the impression held by some people in the United States, Africa contains a diversity of people with very different cultures and problems about which sweeping generalization is impossible. The reader is also warned that the following remarks are the impressions of an American in the country on a two-year contract, not those of a native Kenyan. This may have resulted in some biases—but these, I hope, are few.
Correction to: Mathematics Education in East Africa
