Early Mathematics Development

Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program.

This paper explores an innovative assessment framework for measuring children’s formal and informal mathematical knowledge.

This "At A Glance" guide presents an overview of the Kenya Tayari program in Kenya. This four year program has supported the Kenyan Ministry of Education and County Governments to improve quality of early childhood development and education (ECDE) for over 240,000 young children.

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).

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries.

This paper highlights patterns in school enrollment indicators that affect the efficiency and effectiveness of education systems in a set of low-income countries: those that have expanded access quickly in the last decade or two, but have not yet absorbed that expansion efficiently.

CIES 2018 Presentation, given by Tara Weatherholt. A current challenge in the equitable access to quality pre-primary education for young children is the current lack of relevant and reliable data on pre-primary education to inform improvement of the education sector in developing country contexts.

CIES 2018 Presentation, given by Yasmin Sitabkhan.

CIES 2018 Presentation, given by Ben Piper. To improve the quality of preprimary education in Kenya, the Ministry of implemented the Tayari program in collaboration with four county governments.

CIES 2018 Presentation, given by Katherine Merseth and Manar Shukri.