Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

Sitabkhan, Yasmin; Platas, Linda M.

doi:10.3768/rtipress.2018.op.0055.1807

Cited by 9 publications

(6 citation statements)

References 48 publications

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“…For reading, a print‐rich environment ideally exposes students to different types of texts at different levels of difficulty. For mathematics, effective instruction includes making manipulatives available to students and teachers (Sitabkhan & Platas, 2018 ). Unfortunately, in LMICs making high‐quality teaching and learning materials available can be a challenge.…”

Section: What We Are Learning Elsewherementioning

confidence: 99%

Commentary: Vulnerable children—A global perspective

Bulat

Gove

2022

New Drctns Chld & Adlscnt

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In this commentary, we discuss the global similarities in the intersections of poverty, disability, and learning, and share lessons that are being learned internationally that can inform U.S. domestic research and implementation. These lessons cover multiple aspects of learning and development, instructional materials and approaches, integration of social emotional and school climate considerations, and engagement of families and communities.

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Section: What We Are Learning Elsewherementioning

confidence: 99%

Commentary: Vulnerable children—A global perspective

Bulat

Gove

2022

New Drctns Chld & Adlscnt

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“…To be effective, teachers must be skilled in the following pedagogical practices needed for teaching mathematics, as identified through reviews of research literature in high-and low-income country contexts: (1) developmental progressions, (2) mathematical models and representation, (3) explanation and justification, and (4) linking inschool and out-of-school mathematics (National Research Council et al, 2001;National Council of Teachers of Mathematics, 2014;Sitabkhan et al, 2019;Sitabkhan & Platas, 2018). In the subsections below, we present the implications for instruction and TPD in upper primary mathematics in terms of these four practices.…”

Section: Teaching Mathematics In Upper Primarymentioning

confidence: 99%

Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

Sowa

Jordan

Ralaingita

et al. 2021

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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“…For example, Pakistan experiences 'learning poverty' with approximately 48 percent of all children being unable to read or comprehend written text by age ten (World Bank, 2019). In addition to early-grade reading, mathematics skills are foundational for academic success in upper primary and secondary education as well as adult engagement in political and economic spheres (Sitabkhan & Platas, 2018). The importance of increased mathematics skills is also associated with increased individual earnings later in life (Hanushek, 2015).…”

Section: Introductionmentioning

confidence: 99%

More girls are accessing school, but are they achieving? The factors influencing girls' mathematics achievement in Pakistan

Karn,

Chin,

Churiwal

et al. 2023

CICE

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Although primary school enrollment in Pakistan has increased in the last two decades, schooling quality for girls and boys remains a central challenge. Furthermore, strides made toward gender parity are yet to address pervasive inequities in schooling outcomes. To provide insight on this matter, this paper interrogates girls' achievement in mathematics within the broader context of girls' access to quality schooling, asking: to what extent does gender influence mathematical achievement among grade four students in Pakistan? Building on Sen and Nussbaum’s 'capability approach' and 'freedom as development' frameworks, we explore the extent to which girls' educational achievement represents what Nussbaum defines as 'instrumental freedom.' We conducted an OLS regression to analyze Pakistan’s TIMSS 2019 data to examine the effect of gender on mathematical achievement. Results show that despite overall inequity in access to education for female students, girls outperform boys. However, while mathematics achievement might contribute to instrumental freedoms via the attainment of numeracy, discriminatory gender norms deny a vast majority of Pakistan's girls and young women the substantive freedoms central to their development. In Pakistan, the reality that young women are still 75 percent more likely to be disengaged from further education or employment presents a missed opportunity and significant cause for concern

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Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

Cited by 9 publications

References 48 publications

Commentary: Vulnerable children—A global perspective

Commentary: Vulnerable children—A global perspective

Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

More girls are accessing school, but are they achieving? The factors influencing girls' mathematics achievement in Pakistan

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