Mathematics Learning Facilitator Jobs – Supporting Grade 7 and Grade 8 Learners

Mathematics learning can become much more effective when learners are given the right support without having the answers handed to them. This opportunity is designed around that approach, bringing together teaching, learner coaching and educational research in a structured environment for Grade 7 and Grade 8 students.

The role is particularly suited to an education professional who understands Junior Secondary Mathematics and can guide learners through challenging concepts while still allowing them to do the thinking themselves. Rather than functioning as a conventional classroom teaching position, the work follows a defined learning programme in which the facilitator provides short, focused interventions and follows specific research procedures throughout the study.

The assignment runs for 12 weeks, with two mathematics learning sessions taking place each week. Across the full period, the facilitator will therefore support 24 sessions, with every session following an established structure.

A Different Approach to Mathematics Support

One of the most important aspects of the role is the way learners are assisted during mathematics activities. The facilitator is not expected to simply explain a problem and give the correct answer. Instead, the focus is on helping learners reason through questions, recognise mistakes and develop their own understanding.

Learner support will be guided by the project's standardized Common Help Ladder framework. Interactions with individual learners are expected to remain brief, generally around two to three minutes, so that the approach remains consistent across participants.

This means the facilitator needs to be able to identify what kind of assistance a learner needs quickly. Guided questions will be used to encourage students to think about the problem and arrive at solutions independently. The overall objective is to support learning without taking away the learner's opportunity to solve problems personally.

Creating the right atmosphere will also matter. The learning environment should remain positive, inclusive and supportive, allowing students to participate confidently while working through the approved mathematics activities.

Because this is connected to a research project, instructional support must also remain within the approved research protocols. Consistency is therefore an important part of the assignment.

The Mathematics Programme Has a Defined Path

The facilitator will work exclusively within the approved Grade 7 or Grade 8 Khan Academy mathematics pathway. The programme follows a prescribed sequence rather than allowing the facilitator to select whichever topics they prefer.

The approved learning content includes areas such as Proportional Relationships, Equations and Expressions, Linear Relationships, Geometry and Measurement, alongside other topics included in the authorised curriculum pathway.

Following the sequence is important because the sessions are designed to take place under consistent conditions. Facilitators are expected to maintain the prescribed timing and pacing throughout the 12-week period.

The role also comes with clear limits on what can be introduced during sessions. Facilitators should not assign additional homework, provide extra lessons or introduce teaching materials that have not been approved for the programme. Learners should remain focused on the activities included within the authorised study.

For an educator used to having freedom to adjust lessons according to a class's needs, this requires a slightly different mindset. The role calls for someone who can provide meaningful support while still respecting the boundaries of a structured learning programme.

Every Session Forms Part of a Larger Study

The work goes beyond classroom support because the sessions form part of an educational research process. As a result, maintaining research integrity is a central responsibility.

The facilitator will be required to follow study procedures, operational instructions and established protocols throughout the assignment. Session documentation must be completed accurately, using the participant research identification numbers provided for the study.

Learner confidentiality is equally important. Personal information should not be recorded in research documentation, and all information handled as part of the programme must be treated appropriately.

The study also has a specific restriction regarding technology. AI tools, including Microsoft Copilot, must not be used within the teacher-assisted study cohort. This requirement forms part of the study conditions and therefore needs to be observed throughout the sessions.

If a facilitator notices a deviation from the study procedures, an operational problem or an incident that could influence the study's outcomes or validity, it must be reported promptly. The ability to recognise and communicate such issues is therefore part of the role rather than something left to project leadership alone.

Working With Young Learners Requires More Than Subject Knowledge

Mathematics knowledge is important, but the role also places considerable emphasis on safeguarding and ethical conduct.

The facilitator will work with learners and must comply fully with child safeguarding policies and procedures. Concerns involving learner safety, privacy or wellbeing must be escalated immediately through the appropriate channels.

Data protection is another important responsibility. The facilitator must respect confidentiality requirements and protect learner information throughout the programme. The same applies to any research documentation and communication involving participants.

Technical disruptions, health and safety concerns, privacy incidents and research protocol deviations must also be reported when they occur. The facilitator is expected to work closely with project leadership and research staff to help maintain a safe, compliant and learner-centred environment.

Professional conduct is therefore required not only during teaching sessions but also when communicating with learners, parents and other people connected to the project.

The Academic Background Expected

The position is aimed at someone with formal training in education. Applicants should have a diploma, bachelor's degree or equivalent qualification in Education. Specialisation in Mathematics, Science or a related area is preferred.

Experience teaching Mathematics at Grade 7 and/or Grade 8 level is also required. This is important because the facilitator needs to understand the level at which learners are working and be comfortable supporting them through Junior Secondary Mathematics.

A strong understanding of Kenya's Competency-Based Curriculum, particularly Junior Secondary Mathematics, is another important part of the desired background.

Current registration with the Teachers Service Commission is listed as an added advantage rather than a mandatory requirement in the supplied qualifications. The TSC currently provides an online teacher registration system for teacher registration and related services.

Experience with learners who have different learning needs and ability levels would also be valuable. The role requires the facilitator to provide targeted support while maintaining the same general learning conditions for participants.

Technology Is Part of the Learning Environment

This opportunity also requires an educator who is comfortable working with digital learning tools.

Basic digital literacy is expected, together with the ability to use technology in support of learning. The facilitator should be able to navigate learning management systems and online educational platforms and work confidently with devices such as tablets and laptops.

Web-based applications and other digital learning tools will form part of the working environment. This means applicants should be comfortable moving between educational content and technology rather than relying entirely on traditional classroom methods.

Previous participation in educational programmes, pilot projects or research studies would be desirable, although it is not presented as a mandatory requirement. Someone who has previously worked within a structured education project may therefore find the research-oriented nature of the assignment familiar.

A Role Built Around Consistency and Learner Independence

What makes this opportunity different from a conventional mathematics teaching position is the balance between instruction and restraint. The facilitator is there to help learners, but the support must encourage independent thinking rather than replace it.

Each of the 24 sessions needs to follow the prescribed conditions. The mathematics content must remain within the approved pathway, learner interactions need to stay focused and brief, and research procedures must be respected.

For an educator who enjoys helping students understand mathematics and is comfortable working within a clearly defined programme, the position offers an opportunity to combine teaching skills, digital learning and learner support in a research-focused setting.

The strongest applicants will be those who can bring mathematical understanding together with patience, clear communication, responsible technology use and respect for safeguarding and research requirements. Most importantly, the role calls for someone who understands that sometimes the best way to help a learner solve a problem is not to provide the solution, but to ask the right question that helps the learner find it.

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