Adding up the Evidence: Strengthening foundational math teaching and learning in LMICs
Imagine being a second grade student in a classroom with close to a hundred other children. It’s math class, and the teacher is instructing the class on how to solve a problem written on the board. You’re too far in the back to hear, and her instructions were so fast. Now she wants everyone to solve a new problem she has written. You have no idea what to do, so you just copy the numbers that you can see and hope she doesn’t call on you.
In early-grade classrooms across Asia and Africa, teachers struggle to teach math effectively, relying on techniques such as memorization and lecture to teach foundational skills.