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In this department, students are trained to teach Mathematics at secondary school,

with the aim of equipping them with practical skills to deliver quality teaching at

secondary school level.



  • Consolidate and reinforce the students’ knowledge of secondary school Mathematics.

  • Acquire positive attitudes towards Mathematics and teaching of this subject.

  • Address contemporary and emerging issues in society including changing  technology in the teaching of these subjects.

  • Make teaching/learning materials and develop tools of assessment and evaluation of these subjects.

  • Adopt ideas of SMASSE in teaching/learning of these subjects.


Subject combinations in the department are:-

  • Mathematics/Business Studies

  • Mathematics/Geography

  • Plans are underway to introduce Mathematics/Computer Studies.




This is a teaching subject that is offered in DTE-KNEC with the aim of training and equipping skills to teachers who are intended to be deployed in secondary schools.  The main missions is to provide quality teaching force with skills to impart to the learners the subject content that couples with the current curriculum.


Mathematics is an activity concerned with logical thinking, spotting patterns, posing premises and investigating their implications and consequences. It is about the properties of numbers and shapes; the relationship between numbers; inductive and deductive thinking and the formulation of generalizations. It is a creation of the human mind and therefore becomes primarily a way of thinking thus facilitating problem-solving. The proper ordering of content for teachers and learners is critical to its achievement.


At Lugari Diploma TTC, we are of the viewpoint that learning is a highly personal matter and that teachers are really facilitators who engage learners, both in groups or as individuals, in mathematical activities. These activities are to be organized in such a way that the individual connects the known to the unknown and in so doing constructs new mathematical concepts and processes. Classrooms supporting this perspective ought to reflect activities which are designed to pose challenges and to offer support that will facilitate construction of mathematical skills and knowledge, in a setting where positive attitudes can be acquired.


We believe that all students can and must succeed in mathematics, but that individual differences exist among them with respect to learning styles and rates and that to become mathematically literate, students must be provided with the opportunities to:

  • develop a conceptual understanding of the full range of the content of the syllabus;

    • enrich their understanding of concepts through exposure to multiple forms of representations, namely models, diagrams, graphs, manipulatives, simulations, computer visualization and symbolic expressions;

  • participate actively in the construction of mathematical knowledge;

  • engage in mathematical discourse;

  • develop problem solving skills;

  • connect mathematical concepts within and outside of mathematics;

    • use appropriately the existing technology including but not limited to, calculators and computers as tools of learning and

  • participate in assessing their own mathematics learning and progress.


In this department, we endeavor to empower teacher trainees with skills that are essential to the learning process and as such can facilitate students in becoming mathematically literate by:

  • developing positive attitudes towards the teaching and learning of mathematics;

  • expanding their own mathematics knowledge;

  • establishing and working towards high standards in mathematics performance;

  • creating classroom settings to facilitate conversation and discourse in mathematics;

  • providing connections between the existing network of learners' ideas and experiences within mathematics and with other disciplines;

  • presenting mathematics in the context of meaning and application rather than as a set of procedures;

  • connecting mathematics content to problem solving processes and strategies;

  • engaging pupils in activity oriented situations where they can create knowledge and discover concepts through the use of a variety of learning resources.

  • Actively taking part in symposiums


Samuel Kisengo (Mr.) -



Peter B. Chesitit (Mr.)



Peter Barasa Chesitit (Mr.)


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