There is a large body of evidence substantiating the importance of mathematical literacy and the key role of foundational mathematics in early years of education on later academic outcomes (Duncan et al., 2007; Duncan & Magnuson, 2011; Hanushek & Woessmann, 2008; Siegler et al., 2012). Despite this, we have little evidence from low- and middle-income countries on how to better ensure that students are learning the foundational skills in pre-primary through lower primary grades. Given that quality of instruction is key, we examined the evidence for the types of instructional strategies used in low- and middleincome contexts. We cannot link the effective instructional strategies to learning outcomes, given the limited information provided in reports we reviewed. However, understanding which strategies are used, and how they manifest in different contexts, is an important first step to understanding which strategies are effective for learning. This brief summarizes our review paper (Sitabkhan & Platas, 2018).

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.

Article published in the International Journal of Education in Math, Science and Technology, Volume 4, Number 3. (Open Access). Published abstract: "This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers, practitioners, and researchers with information about whether existing educational policies, curricular reforms or programs, and instructional interventions are supporting students in reaching important goals in mathematics. We highlight the utility of the EGMA results in three abbreviated illustrations of implementation studies in low-income countries. Recommendations for policy makers, practitioners, and researchers are provided."