Photo: Edward Ochieng Oyugi's Math Academy is Revolutionizing Math Education and Workforce Development in the US
Mathematics has long been the backbone of innovation, driving technological, engineering, and economic advancements. Yet, across the United States, a persistent struggle with math literacy remains.
“Mathematics is a powerful tool that transforms lives, unlocking opportunities in every field imaginable,” says Edward Ochieng Oyugi, a distinguished mathematics educator from Kenya.
The visionary behind Edward’s Math Academy, he has developed a transformative, collaborative learning approach designed to equip teachers with the most advanced scientific-based methodologies of Math pedagogy to influence their students throughout the US.
In 2022, only 26% of eighth-graders and 12th-graders scored at or above the proficient level, revealing a lack of readiness for college and technical careers. Additionally, 34% of U.S. adults have basic or below-basic numeracy skills, impacting their ability to perform essential tasks.
These statistics underscore the urgent need for innovative math education that better prepares students for today’s job market.
“My mission is to revolutionize how people, students, and teachers alike, perceive math,” he says.
“It’s not a hurdle to overcome, but a skill that, when nurtured, can lead to innovation, success, and confidence in one’s abilities.”
Edward’s Math Academy: A Revolutionary Solution to U.S. Math Education Challenges
Photo: Edward Ochieng Oyugi in the classroom where his approach aims to address critical issues in education
As the founder of Edward’s Math Academy, Oyugi has defined a cutting-edge institution for math teacher training that aims to transform U.S. math education at its core.
Oyugi’s passion for teaching goes beyond simply training teachers and educators to become efficient Math teachers.
He is dedicated to empowering them with the most advanced Math teaching techniques: The Collaborative Learning Approach and Concrete-Representational-Abstract (CRA) Method.
He says: “Through Edward’s Math Academy, I am determined to bring that transformation to countless Math educators through a low-fee certification program, creating a ripple effect that will impact industries, communities, and future generations.”
Unlike traditional certification programs, Edward’s Math Academy focuses on two key instructional methods:
-
Collaborative Learning Approach – Encourages peer-driven problem-solving and engagement, helping students see math as an interactive and dynamic subject rather than a solitary struggle.
-
Concrete-Representational-Abstract (CRA) Method – A proven cognitive learning technique ensuring students grasp complex mathematical concepts through visual, interactive, and applied methods.
By integrating scientifically backed teaching strategies, the academy ensures that math educators receive the highest-quality training in these latest pedagogical techniques in Math, equipping them with the tools to enhance student comprehension and performance.
“Effective teacher training is the single most influential factor in improving American students’ achievement in mathematics throughout the United States,” says Oyugi.
“If we can develop a generation of well-trained, highly motivated math educators, we can radically transform U.S. education and workforce development.”
The Base of Experience Informing the Future
For over 20 years, Oyugi has been a transformative figure in mathematics education, leading educational initiatives in Kenya to dismantle the fear and anxiety often associated with the subject.
His initiatives were also focused on collaborative learning, where students work together to explore mathematical concepts, fostering teamwork and analytical skills that extend beyond the classroom.
“In many traditional classrooms, math is taught as an individual pursuit—students are given formulas, expected to memorize them, and tested on their ability to reproduce solutions,” Oyugi explains.
“But real-world problem-solving doesn’t work that way. People collaborate, brainstorm, and approach problems from multiple angles in business, engineering, and technology. That’s how math should be taught.”
Through his effective techniques, Oyugi has earned recognition from the schools where he led these initiatives in mathematics pedagogy.
Aga Khan High School principal acknowledged that the school has improved the average score of students in math from 8.07 to 9.818 in less than a year through the implementation of Edward’s initiative based on the Collaborative Learning Approach and Concrete-Representational-Abstract (CRA) Method in Math teaching.
Stella Njagi, Head of School at Aga Khan, speaks to Oyugi’s contributions to the school’s mathematics department.
“Edward consistently demonstrated an unwavering commitment to building a positive and enriching learning environment within the mathematics department through his pioneering pedagogical initiatives,” Njagi says.
The K.S.I Education board also recognized him in 2021 and 2023 for his significant contributions to their mathematics department, especially after implementing his advanced pedagogical techniques in Math at the time, which have significantly increased the scores of Math students across all grades and classes.
Festo Ger, Head of Senior School at the Jaffery Academy, saw improvements in students’ work through Oyugi’s expertise: “Our students’ average scores in mathematics have risen steadily over the years, and I believe the improvement is due to Edward’s initiative based on Collaborative Learning Approach and Concrete-Representational-Abstract (CRA) Method and his training of teachers based on these advanced pedagogical Math techniques,” Ger says.
Technology and Innovation in Math Education
In addition to collaborative learning, Oyugi strongly advocates integrating technology into math instruction as part of his initiatives. He has been at the forefront of using digital tools, interactive simulations, and online platforms to enhance learning experiences. Now, he intends to use these through the Academy.
“Students today are digital natives,” he explains. “If we want to engage them, we must meet them where they are. Technology can make abstract concepts tangible, providing interactive models that bring mathematics to life.”
In the U.S., the COVID-19 pandemic put additional strain on teacher shortages. According to The Learning Policy Institute, the 2022-23 school year saw all 50 states reporting shortages, with math teachers falling into the area with especially widespread shortages.
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 students on track academically and demonstrated the power of tech-driven, interactive learning—a model that U.S. schools can further expand upon.
In addition, in 2023, Oyugi was recognized by Talanta Hela for supporting 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.
As a result, Oyugi has participated in and received recognition for a number of initiatives in his community. The Kenya Ministry of Education has recognized his work through several years of participation in the National Science Congress. He 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.
Other areas of recognition from Kenya’s Ministry of Education include his work in steering a community-based learning program among youth in Mathare, training others in creative methods of teaching mathematics, and training for secondary mathematics and science teachers. The department of education has also awarded him for his mathematics exhibitions at Nyanza schools and for winning second place in the Coast Region’s mathematics contest.
He is also a member of the Kenya National Academy for Sciences and participant in the Golden Climate International Project Olympiad.
Solving the ROI Challenge for Aspiring Teachers and Veterans
One of the most significant barriers to expanding the pool of qualified math teachers in the U.S. is the Return on Investment (ROI) problem.
-
A bachelor’s degree for teaching certification ranges from $25,000 to $100,000, with additional costs for licensing and exams.
-
However, teacher salaries remain comparatively low compared to other STEM-related careers, making it financially unfeasible for many talented individuals to enter or remain in the profession.
Many prospective teachers—including veterans transitioning into education careers—are discouraged by the high cost and limited financial return.
Edward’s Math Academy directly solves this problem by offering:
-
Low-cost, efficient alternatives to traditional teacher certification, reducing the financial burden on aspiring educators.
-
Streamlined training programs that allow career-switchers, including veterans, to transition into teaching without incurring excessive debt.
-
A nationwide network of well-trained math teachers ensuring students receive high-quality instruction without increased government spending.
“This academy provides a direct pathway for those passionate about math education but deterred by the financial barriers,” explains Oyugi. “It’s about making math teaching a viable and respected profession while ensuring students receive the best instruction possible by passing down the most advanced pedagogical techniques in Math.”
Aligning with U.S. Federal and State Educational Initiatives
Edward’s Math Academy is not just a concept—it aligns directly with federal education reform priorities, including:
-
The White House STEM Education Strategic Plan (2018-2025), which emphasizes:
-
Increasing STEM teacher preparedness
-
Expanding high-quality math education to underserved communities
-
-
Workforce Development Initiatives, which prioritize:
-
Alternative pathways to teacher certification
-
Skills-based training over traditional degree-based programs
-
-
State-Level Reforms, such as policies in Florida and Arizona have removed teacher bachelor’s degree requirements in response to economic feasibility concerns.
By integrating innovative, cost-effective training methods, Edward’s Math Academy is positioned as a strategic solution for improving national math education outcomes.
The Math Olympiad: A Model for Engagement and Excellence
A strong proponent of competitive learning, Oyugi has previously implemented a Math Olympiad program that has since become an annual event. The competition fosters enthusiasm for mathematics by engaging hundreds of students in challenging, real-world problems that require teamwork, resilience, and analytical thinking.
Oyugi has witnessed the Math Olympiad strengthen students’ problem-solving abilities and encourage collaborative learning—a key component in STEM careers where teamwork is essential.
He has also seen firsthand how competition can transform students’ perceptions of math: “When we started the Math Olympiad, students were hesitant,” Oyugi recalls.
“Many lacked confidence in their mathematical abilities and saw the subject as intimidating rather than exciting. Some even avoided participating because they were afraid of failure. But over time, that mindset shifted. The Olympiad became one of the year’s most anticipated events.”
He explains how students who once feared math began to embrace the challenge, understanding that problem-solving is not about getting everything right immediately but thinking critically, working with peers, and developing perseverance.
“I watched students who once struggled with math start looking forward to the competition. They practiced voluntarily, sought help from their peers, and pushed themselves to improve. The competition atmosphere helped them see math in a completely different light—not as something scary, but as a skill they could develop.”
Oyugi intends to replicate this kind of program in the U.S. through Edward’s Math Academy, using the Olympiad model to boost student engagement, achievement, and interest in STEM careers.
He believes this approach will help address the nation’s math proficiency challenges by making learning more interactive and goal-oriented.
“The Olympiad tests students and inspires them. It gives them a tangible reason to engage with mathematics outside the classroom. If we can bring this type of competition into American schools, we can build a new generation of students who are not just competent in math but truly passionate about it.”
A Long-Term Economic Impact: Strengthening the U.S. Workforce
The benefits of Edward’s Math Academy extend beyond teacher training—they have direct economic implications:
-
Expanding STEM career pipelines – A well-trained math teaching workforce will produce more STEM-ready students, feeding into high-demand industries like engineering, healthcare, and finance.
-
Lowering federal and state education costs – By reducing the need for remedial education programs, the academy helps save millions in taxpayer funds.
-
Increasing employment opportunities – The academy will hire instructors, administrators, and training facilitators, creating sustainable jobs in education.
“By transforming math education at its foundation, we’re not just improving test scores,” Oyugi states. “We’re shaping the future of innovation, workforce development, and economic stability in the U.S.”
The Future of Math Education is Here
“When students learn to love math, they learn to love problem-solving. And when they learn to love problem-solving, they can change the world,” Oyugi says.
Oyugi is a math teacher, educational innovator, mentor, and leader. His vision for Edward’s Math Academy is to bridge the gap between math education and workforce readiness, creating a pipeline of confident, skilled problem-solvers who will drive future economic growth.
