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Tailoring Instruction to Improve Mathematics Skills in Preschools: A Randomized Evaluation

Author

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  • Gallego, Francisco
  • Näslund-Hadley, Emma
  • Alfonso, Mariana

Abstract

Tailoring instruction to each student’s needs can produce significant learning gains. However, few programs have successfully implemented this approach. In this paper, we present the results of a randomized evaluation of a program that uses an inquiry with an individualized scaffolding approach to teach Mathematics to preschoolers in Peru. Our results suggest that the program improves overall Mathematics outcomes, and that it has stronger impact on students in the lower quintiles of the Mathematics outcomes distribution and on students whose teachers have university degrees. The effect on the content areas where the program was implemented more intensively persists even one year after the program ended. We find no evidence of differential effects by gender, language-spoken at home, and proxies for SES, in contrast with results from previous research that suggest Mathematics programs are biased along gender and socioeconomic lines.

Suggested Citation

  • Gallego, Francisco & Näslund-Hadley, Emma & Alfonso, Mariana, 2018. "Tailoring Instruction to Improve Mathematics Skills in Preschools: A Randomized Evaluation," IDB Publications (Working Papers) 8869, Inter-American Development Bank.
  • Handle: RePEc:idb:brikps:8869
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    References listed on IDEAS

    as
    1. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, Oxford University Press, vol. 131(3), pages 1415-1453.
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    4. Banerjee, Abhijit & Banerji, Rukmini & Berry, James & Duflo, Esther & Kannan, Harini & Mukerji, Shobhini & Shotland, Marc & Walton, Michael, 2016. "Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of "Teaching at the Right Level" in India," CEPR Discussion Papers 11530, C.E.P.R. Discussion Papers.
    5. repec:idb:brikps:7259 is not listed on IDEAS
    6. Karthik Muralidharan & Abhijeet Singh & Alejandro J. Ganimian, 2019. "Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India," American Economic Review, American Economic Association, vol. 109(4), pages 1426-1460, April.
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    10. Diether W. Beuermann & Emma Naslund-Hadley & Inder J. Ruprah & Jennelle Thompson, 2013. "The Pedagogy of Science and Environment: Experimental Evidence from Peru," Journal of Development Studies, Taylor & Francis Journals, vol. 49(5), pages 719-736, May.
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    More about this item

    Keywords

    Education; mathematics; early childhood development; RCT; Scaffolding;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • O15 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration

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