Soendergaard, Bettina DahlCachaper, Cecile2017-09-062017-09-062008-12-30https://hdl.handle.net/10986/28116This 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-USCC BY 3.0 IGOABILITY LEVELSACADEMIC ACHIEVEMENTACHIEVEMENT IN SCHOOLACHIEVEMENT SCORESACHIEVEMENT TESTSACHIEVEMENTSADULT STUDENTSADVANCED STUDENTSANALOGICAL REASONINGAPTITUDEARITHMETICARITHMETIC OPERATIONSATTENTIONBASIC SKILLSBELIEFSBILINGUAL EDUCATIONBILINGUAL PROGRAMSBILINGUALISMCBICHILDHOODCLASS SIZECLASSROOMCLASSROOM SIZECLASSROOM TEACHERSCLASSROOMSCOGNITIVE DEVELOPMENTCOGNITIVE PROCESSESCOGNITIVE PSYCHOLOGYCOGNITIVE RESEARCHCOGNITIVE SCIENCECOGNITIVE SKILLSCOMPETENCECOMPETENCIESCOMPUTER TECHNOLOGIESCONCEPTUAL KNOWLEDGECONCEPTUAL UNDERSTANDINGCONFORMITYCONTROL GROUPSCOOPERATIVE LEARNINGCREATIVITYCRITICAL THINKINGCURRICULACURRICULAR REFORMSCURRICULUMDECISION MAKINGDIRECT INSTRUCTIONDISSERTATIONSEARLY GRADESEARLY INTERVENTIONEDUCATION PROGRAMSEDUCATIONAL OBJECTIVESEDUCATIONAL PRACTICEEDUCATIONAL PRINCIPLESEDUCATIONAL RESEARCHEDUCATIONAL SOFTWAREEDUCATIONAL SYSTEMEDUCATORSEFFECTIVE TEACHINGELEMENTARY SCHOOL STUDENTSELEMENTARY SCHOOL TEACHERSELEMENTARY SCHOOLSELEMENTSEND OF GRADEENROLLMENT RATESENROLLMENT RATIOEXAMSFIRST GRADEFORMAL EDUCATIONFORMAL SCHOOLINGFORMAL TEACHINGGENDERGERGIFTED STUDENTSGIRLSGRADE LEVELSGROSS ENROLLMENTGROSS ENROLLMENT RATESHOMEWORKHOURS OF INSTRUCTIONINCIDENTAL LEARNINGINFANTSINSTRUCTIONINSTRUCTIONAL EFFICIENCYINSTRUCTIONAL HOURSINSTRUCTIONAL MATERIALSINSTRUCTIONAL STRATEGIESINSTRUCTIONAL TECHNOLOGYINSTRUCTIONAL TIMEINTEGRATED LEARNING SYSTEMSINTERVENTIONSINTUITIONKINDERGARTENKNOWLEDGE BASELANGUAGE DEVELOPMENTLANGUAGE OF INSTRUCTIONLEADERSHIPLEARNERSLEARNINGLEARNING ACTIVITIESLEARNING DIFFICULTIESLEARNING DISABILITIESLEARNING ENVIRONMENTSLEARNING GROUPSLEARNING MATHEMATICSLEARNING METHODSLEARNING OUTCOMESLEARNING PRACTICESLEARNING PROCESSLEARNING PROCESSESLEARNING PROGRAMSLEARNING RESULTSLEARNING STYLESLEARNING THEORIESLESSON PLANNINGLETLITERATURELONG TERM MEMORYMATH ACHIEVEMENTMATH TEXTBOOKSMATHEMATICAL PROBLEMSMATHEMATICSMATHEMATICS CURRICULUMMATHEMATICS EDUCATIONMATHEMATICS INSTRUCTIONMATHEMATICS SKILLSMATHEMATICS STUDENTSMATHEMATICS TEACHERSMATHEMATICS TEXTBOOKSMENTAL REPRESENTATIONMETACOGNITIONMETAMEMORYMINISTRY OF EDUCATIONMOTHER TONGUEMOTIVATIONNATIONAL ASSESSMENTNERNET ENROLLMENTNET ENROLLMENT RATIONORMAL TEACHINGNUTRITIONOLD STUDENTSPEDAGOGICAL CONTENT KNOWLEDGEPEDAGOGYPERCEPTIONPLAYINGPRE-SCHOOL PROGRAMSPRIMARY EDUCATIONPRIMARY GRADEPRIMARY GRADESPRIMARY SCHOOLPRIMARY SCHOOL TEACHERSPRIMARY SCHOOLSPRIMARY STUDENTSPRIMARY TEACHERSPRIMARY TEACHINGPROBLEM SOLVINGPROBLEM SOLVING SKILLSPROBLEM-SOLVING SKILLSPROFESSIONAL DEVELOPMENTPROFESSIONAL GROWTHPROFICIENCYQUALITY OF LEARNINGQUALITY OF TEACHINGQUALITY TEACHINGREADINGREASONINGRECALLRECOGNITIONRESEARCH FINDINGSRESEARCHERSRETENTIONROTE LEARNINGSCHOOL CURRICULUMSCHOOLSSKILL DEVELOPMENTSOCIAL STUDIESSPEECHSTUDENT ACHIEVEMENTSTUDENT ATTITUDESSTUDENT LEARNINGSTUDENT OUTCOMESSTUDENT PERFORMANCESTUDENT PROGRESSSTUDENTS LEARNINGSTUDENTS WITH LEARNING DIFFICULTIESSUBJECT AREASSUBJECT MATTERSUBJECTSTEACHERTEACHER EDUCATIONTEACHER EDUCATION PROGRAMSTEACHER EXPECTATIONSTEACHER KNOWLEDGETEACHER QUALIFICATIONSTEACHER TRAININGTEACHERSTEACHINGTEACHING MATERIALSTEACHING METHODTEACHING METHODSTEACHING PRACTICETEACHING PROCESSTEACHING PROGRAMSTEST SCORESTEXTBOOKSTUTORINGTUTORSUNIVERSITY LEVELUNIVERSITY STUDENTSWORKBOOKSWORKING MEMORYYOUNG CHILDRENYOUNG PEOPLEWorking PaperWorld Bank10.1596/28116