Item history (Lfriese, Fri Oct 25 2024 14:10:58 GMT+0100 (British Summer Time))

TY - JOUR
TI - Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya
AU - Piper, Benjamin
AU - Ralaingita, Wendi
AU - Akach, Linda
AU - King, Simon
T2 - Journal of Development Effectiveness
AB - To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.
DA - 2016/07/02/
PY - 2016
DO - 10.1080/19439342.2016.1149502
DP - Taylor and Francis+NEJM
VL - 8
IS - 3
SP - 404
EP - 422
SN - 1943-9342
ST - Improving procedural and conceptual mathematics outcomes
UR - https://doi.org/10.1080/19439342.2016.1149502
Y2 - 2021/08/31/10:39:50
KW - Numeracy
KW - Kenya
KW - mathematics
KW - instruction
KW - international education
KW - elementary school
ER -

TY - JOUR
TI - Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya
AU - Piper, Benjamin
AU - Ralaingita, Wendi
AU - Akach, Linda
AU - King, Simon
T2 - Journal of Development Effectiveness
AB - To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a diﬀerences-in-diﬀerences analytic strategy. The mathematics intervention produced modest, statistically signiﬁcant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These ﬁndings have relevant policy implications in Kenya given an impending national mathematics programme.
DA - 2016/07/02/
PY - 2016
DO - 10.1080/19439342.2016.1149502
DP - DOI.org (Crossref)
VL - 8
IS - 3
SP - 404
EP - 422
J2 - Journal of Development Effectiveness
LA - en
SN - 1943-9342, 1943-9407
ST - Improving procedural and conceptual mathematics outcomes
UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502
Y2 - 2020/01/28/10:09:58
L1 - https://www.tandfonline.com/doi/pdf/10.1080/19439342.2016.1149502
L2 - https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502
KW - elementary school
KW - instruction
KW - international education
KW - Kenya
KW - mathematics
KW - Numeracy
ER -

group: 2405685

itemKey: SUWZCIEL

itemKeyOld: J47PXP4U

item.extra: shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2405685:SUWZCIEL

itemOLD.extra: Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2016.1149502 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 2339240:U483WVFF 2405685:J47PXP4U