Abstract:
Mathematics has been recognized globally as one of the important subjects as it is
applicable in our everyday activities. It has been argued that mathematics is very
important in life as it can be personally satisfying and empowering. Accordingly, it has
been noted that the basics of life today are majorly mathematical and technological, hence
when learners acquire the competency and adequacy, they significantly enhance their
opportunities and options for shaping their future. It is therefore prudent that children
attain mathematics competencies in their early years of education. Studies have shown
that acquisition and retention of mathematics concepts and skills among children is low
at various levels of their competencies. This necessitated a study which was conducted
in Kipkelion sub-county in Kericho County with a target population of 4,140 spread in 81
public and 23 private primary schools. The purpose of the study was to find out the
relationship between teachers’ use of teaching strategies to enhance teaching of
mathematics and grade three pupils’ acquisition of early mathematics competencies. The
study was guided by Social Development Theory by Lev Vgyotsky. The study adopted a
correlation research design and mixed research method approach. Stratified random and
simple random sampling techniques were used to select the sample for the study. Data
was collected using questionnaires, observation schedules and pupils’ mathematics
competency checklists. The data was analyzed quantitatively and qualitatively using
tables and texts. Results revealed that there was a significant relationship between use of
teaching strategies and pupils’ acquisition of early mathematics competencies
