Publication:
Teaching Mathematics Effectively to Primary Students in Developing Countries: Insights from Neuroscience and Psychology of Mathematics

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dc.contributor.authorSoendergaard, Bettina Dahl
dc.contributor.authorCachaper, Cecile
dc.date.accessioned2017-09-06T19:40:31Z
dc.date.available2017-09-06T19:40:31Z
dc.date.issued2008-12-30
dc.description.abstractThis paper uses research from neuroscience and the psychology of mathematics to arrive at useful recommendations for teaching mathematics at primary level to poor students in developing countries. The enrollment rates of the poorer students have improved tremendously in the last decade. And the global Net Enrollment Ratio (NER) has improved since 2001 from 83.2 percent to 90-95 percent except in Sub-Saharan Africa and South Asia. Making teaching of math and other subjects efficient for the poor in developing countries is a great challenge, particularly in south Asia and Sub-Saharan Africa. Many developing countries have explored new means of teaching math and other subjects. Mongolia changed its mathematics education, aiming to build a new set of priorities and practices, given the abandonment of earlier traditions. Similar to international trends of the time, South Africa in the 1990s extensively applied the constructivist learning philosophy which relied on exploration and discovery, with little emphasis on memorization, drill, In conformity with a belief that teachers could develop their own learning programs, there was virtual absence of a national or provincial syllabus or textbooks. Students were expected to develop their own methods for arithmetic operations, but most found it impossible to progress on their own from counting to actual calculating. This study integrates pertinent research from neuroscience and the psychology of mathematics to arrive at recommendations for curricular and efficient means of mathematics instruction particularly for developing countries and poor students at primary level. Specifically, the latest research in neuroscience, cognitive science, and discussions of national benchmarks for primary school mathematics learning, form the basis of our recommendations. These recommendations have a reasonable chance of working in the situational contexts of developing countries, with their traditions and resources.en
dc.identifierhttp://documents.worldbank.org/curated/en/295371468154764509/Teaching-mathematics-effectively-to-primary-students-in-developing-countries-insights-from-neuroscience-and-psychology-of-mathematics
dc.identifier.doi10.1596/28116
dc.identifier.urihttps://hdl.handle.net/10986/28116
dc.languageEnglish
dc.language.isoen_US
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesGPE Working Paper Series on Learning;No. 5
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectABILITY LEVELS
dc.subjectACADEMIC ACHIEVEMENT
dc.subjectACHIEVEMENT IN SCHOOL
dc.subjectACHIEVEMENT SCORES
dc.subjectACHIEVEMENT TESTS
dc.subjectACHIEVEMENTS
dc.subjectADULT STUDENTS
dc.subjectADVANCED STUDENTS
dc.subjectANALOGICAL REASONING
dc.subjectAPTITUDE
dc.subjectARITHMETIC
dc.subjectARITHMETIC OPERATIONS
dc.subjectATTENTION
dc.subjectBASIC SKILLS
dc.subjectBELIEFS
dc.subjectBILINGUAL EDUCATION
dc.subjectBILINGUAL PROGRAMS
dc.subjectBILINGUALISM
dc.subjectCBI
dc.subjectCHILDHOOD
dc.subjectCLASS SIZE
dc.subjectCLASSROOM
dc.subjectCLASSROOM SIZE
dc.subjectCLASSROOM TEACHERS
dc.subjectCLASSROOMS
dc.subjectCOGNITIVE DEVELOPMENT
dc.subjectCOGNITIVE PROCESSES
dc.subjectCOGNITIVE PSYCHOLOGY
dc.subjectCOGNITIVE RESEARCH
dc.subjectCOGNITIVE SCIENCE
dc.subjectCOGNITIVE SKILLS
dc.subjectCOMPETENCE
dc.subjectCOMPETENCIES
dc.subjectCOMPUTER TECHNOLOGIES
dc.subjectCONCEPTUAL KNOWLEDGE
dc.subjectCONCEPTUAL UNDERSTANDING
dc.subjectCONFORMITY
dc.subjectCONTROL GROUPS
dc.subjectCOOPERATIVE LEARNING
dc.subjectCREATIVITY
dc.subjectCRITICAL THINKING
dc.subjectCURRICULA
dc.subjectCURRICULAR REFORMS
dc.subjectCURRICULUM
dc.subjectDECISION MAKING
dc.subjectDIRECT INSTRUCTION
dc.subjectDISSERTATIONS
dc.subjectEARLY GRADES
dc.subjectEARLY INTERVENTION
dc.subjectEDUCATION PROGRAMS
dc.subjectEDUCATIONAL OBJECTIVES
dc.subjectEDUCATIONAL PRACTICE
dc.subjectEDUCATIONAL PRINCIPLES
dc.subjectEDUCATIONAL RESEARCH
dc.subjectEDUCATIONAL SOFTWARE
dc.subjectEDUCATIONAL SYSTEM
dc.subjectEDUCATORS
dc.subjectEFFECTIVE TEACHING
dc.subjectELEMENTARY SCHOOL STUDENTS
dc.subjectELEMENTARY SCHOOL TEACHERS
dc.subjectELEMENTARY SCHOOLS
dc.subjectELEMENTS
dc.subjectEND OF GRADE
dc.subjectENROLLMENT RATES
dc.subjectENROLLMENT RATIO
dc.subjectEXAMS
dc.subjectFIRST GRADE
dc.subjectFORMAL EDUCATION
dc.subjectFORMAL SCHOOLING
dc.subjectFORMAL TEACHING
dc.subjectGENDER
dc.subjectGER
dc.subjectGIFTED STUDENTS
dc.subjectGIRLS
dc.subjectGRADE LEVELS
dc.subjectGROSS ENROLLMENT
dc.subjectGROSS ENROLLMENT RATES
dc.subjectHOMEWORK
dc.subjectHOURS OF INSTRUCTION
dc.subjectINCIDENTAL LEARNING
dc.subjectINFANTS
dc.subjectINSTRUCTION
dc.subjectINSTRUCTIONAL EFFICIENCY
dc.subjectINSTRUCTIONAL HOURS
dc.subjectINSTRUCTIONAL MATERIALS
dc.subjectINSTRUCTIONAL STRATEGIES
dc.subjectINSTRUCTIONAL TECHNOLOGY
dc.subjectINSTRUCTIONAL TIME
dc.subjectINTEGRATED LEARNING SYSTEMS
dc.subjectINTERVENTIONS
dc.subjectINTUITION
dc.subjectKINDERGARTEN
dc.subjectKNOWLEDGE BASE
dc.subjectLANGUAGE DEVELOPMENT
dc.subjectLANGUAGE OF INSTRUCTION
dc.subjectLEADERSHIP
dc.subjectLEARNERS
dc.subjectLEARNING
dc.subjectLEARNING ACTIVITIES
dc.subjectLEARNING DIFFICULTIES
dc.subjectLEARNING DISABILITIES
dc.subjectLEARNING ENVIRONMENTS
dc.subjectLEARNING GROUPS
dc.subjectLEARNING MATHEMATICS
dc.subjectLEARNING METHODS
dc.subjectLEARNING OUTCOMES
dc.subjectLEARNING PRACTICES
dc.subjectLEARNING PROCESS
dc.subjectLEARNING PROCESSES
dc.subjectLEARNING PROGRAMS
dc.subjectLEARNING RESULTS
dc.subjectLEARNING STYLES
dc.subjectLEARNING THEORIES
dc.subjectLESSON PLANNING
dc.subjectLET
dc.subjectLITERATURE
dc.subjectLONG TERM MEMORY
dc.subjectMATH ACHIEVEMENT
dc.subjectMATH TEXTBOOKS
dc.subjectMATHEMATICAL PROBLEMS
dc.subjectMATHEMATICS
dc.subjectMATHEMATICS CURRICULUM
dc.subjectMATHEMATICS EDUCATION
dc.subjectMATHEMATICS INSTRUCTION
dc.subjectMATHEMATICS SKILLS
dc.subjectMATHEMATICS STUDENTS
dc.subjectMATHEMATICS TEACHERS
dc.subjectMATHEMATICS TEXTBOOKS
dc.subjectMENTAL REPRESENTATION
dc.subjectMETACOGNITION
dc.subjectMETAMEMORY
dc.subjectMINISTRY OF EDUCATION
dc.subjectMOTHER TONGUE
dc.subjectMOTIVATION
dc.subjectNATIONAL ASSESSMENT
dc.subjectNER
dc.subjectNET ENROLLMENT
dc.subjectNET ENROLLMENT RATIO
dc.subjectNORMAL TEACHING
dc.subjectNUTRITION
dc.subjectOLD STUDENTS
dc.subjectPEDAGOGICAL CONTENT KNOWLEDGE
dc.subjectPEDAGOGY
dc.subjectPERCEPTION
dc.subjectPLAYING
dc.subjectPRE-SCHOOL PROGRAMS
dc.subjectPRIMARY EDUCATION
dc.subjectPRIMARY GRADE
dc.subjectPRIMARY GRADES
dc.subjectPRIMARY SCHOOL
dc.subjectPRIMARY SCHOOL TEACHERS
dc.subjectPRIMARY SCHOOLS
dc.subjectPRIMARY STUDENTS
dc.subjectPRIMARY TEACHERS
dc.subjectPRIMARY TEACHING
dc.subjectPROBLEM SOLVING
dc.subjectPROBLEM SOLVING SKILLS
dc.subjectPROBLEM-SOLVING SKILLS
dc.subjectPROFESSIONAL DEVELOPMENT
dc.subjectPROFESSIONAL GROWTH
dc.subjectPROFICIENCY
dc.subjectQUALITY OF LEARNING
dc.subjectQUALITY OF TEACHING
dc.subjectQUALITY TEACHING
dc.subjectREADING
dc.subjectREASONING
dc.subjectRECALL
dc.subjectRECOGNITION
dc.subjectRESEARCH FINDINGS
dc.subjectRESEARCHERS
dc.subjectRETENTION
dc.subjectROTE LEARNING
dc.subjectSCHOOL CURRICULUM
dc.subjectSCHOOLS
dc.subjectSKILL DEVELOPMENT
dc.subjectSOCIAL STUDIES
dc.subjectSPEECH
dc.subjectSTUDENT ACHIEVEMENT
dc.subjectSTUDENT ATTITUDES
dc.subjectSTUDENT LEARNING
dc.subjectSTUDENT OUTCOMES
dc.subjectSTUDENT PERFORMANCE
dc.subjectSTUDENT PROGRESS
dc.subjectSTUDENTS LEARNING
dc.subjectSTUDENTS WITH LEARNING DIFFICULTIES
dc.subjectSUBJECT AREAS
dc.subjectSUBJECT MATTER
dc.subjectSUBJECTS
dc.subjectTEACHER
dc.subjectTEACHER EDUCATION
dc.subjectTEACHER EDUCATION PROGRAMS
dc.subjectTEACHER EXPECTATIONS
dc.subjectTEACHER KNOWLEDGE
dc.subjectTEACHER QUALIFICATIONS
dc.subjectTEACHER TRAINING
dc.subjectTEACHERS
dc.subjectTEACHING
dc.subjectTEACHING MATERIALS
dc.subjectTEACHING METHOD
dc.subjectTEACHING METHODS
dc.subjectTEACHING PRACTICE
dc.subjectTEACHING PROCESS
dc.subjectTEACHING PROGRAMS
dc.subjectTEST SCORES
dc.subjectTEXTBOOKS
dc.subjectTUTORING
dc.subjectTUTORS
dc.subjectUNIVERSITY LEVEL
dc.subjectUNIVERSITY STUDENTS
dc.subjectWORKBOOKS
dc.subjectWORKING MEMORY
dc.subjectYOUNG CHILDREN
dc.subjectYOUNG PEOPLE
dc.titleTeaching Mathematics Effectively to Primary Students in Developing Countriesen
dc.title.subtitleInsights from Neuroscience and Psychology of Mathematicsen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.crossref.titleTeaching Mathematics Effectively to Primary Students in Developing Countries
okr.date.disclosure2013-07-26
okr.date.doiregistration2025-05-05T12:26:18.021892Z
okr.doctypePublications & Research::Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/295371468154764509/Teaching-mathematics-effectively-to-primary-students-in-developing-countries-insights-from-neuroscience-and-psychology-of-mathematics
okr.guid295371468154764509
okr.identifier.externaldocumentum000356161_20130726163422
okr.identifier.internaldocumentum18042922
okr.identifier.report79782
okr.importedtrue
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/295371468154764509/pdf/797820WP0math00Box0379789B00PUBLIC0.pdfen
okr.topicEducation::Educational Sciences
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.unitGPE Secretariat (DFGPE)
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