Early Mathematics Development

The purpose of this session is to articulate a research framework that centers teachers’ voices when trying to understand how teachers use curriculum materials in the classroom.

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries.

This document is intended for program and curriculum experts interested in implementing evidence-based early grade mathematics programs.

La Evaluación de Matemáticas en los Primeros Grados (EGMA) Toolkit

Children’s development is significantly attributed to their experiences at home, from birth through the early years of schooling, and responsive caregiving from early on has a significant impact on later learning outcomes.

This presentation shares findings from a longitudinal study of the Kenya Tayari program, examining whether ECD effects persisted into primary school, presented by Dr. Benjamin Piper at CIES 2019.

Dr. Benjamin Piper and Dr. Yasmin Sitabkhan presented findings at CIES 2019 on gender and math in the preschool years from the Kenya Tayari program.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

Core EGMA instrument in English

This report summarizes the findings of the 2018 Early Grade Reading and Mathematics Initiative (RAMP) Lot Quality Assurance Sampling Assessment, measuring impact between 2017 and 2018. The United States Agency for International Development (USAID) and UK Aid have funded RAMP as a national effort de