This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
Early mathematics counts
By Yasmin A Sitabkhan, Linda Platas
July 2018 Open Access Peer Reviewed
Sitabkhan, Y. A., & Platas, L. (2018). Early mathematics counts: Promising instructional strategies from low- and middle-income countries. Research Triangle Park, NC: RTI Press. RTI Press Publication No. OP-0055-1807 https://doi.org/10.3768/rtipress.2018.op.0055.1807
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