Evaluation of a mathematics program for preprimary children in rural Bangladesh

A randomized evaluation of a 9-month comprehensive math program for preprimary Bangladeshi school children addressed skills such as numbers, measurement, shapes, patterns, and space. Nine schools were randomly selected for the Intervention group and nine for the Control group, with 12 children randomly selected from each to participate in testing. Pre- and posttested scores on each unit's skills and a cumulative test at the end were subjected to analyses of covariance. Intervention children doubled their scores on almost all tests while control children increased only slightly. Reasons for the program's effectiveness were discussed.

Research highlights▶ The study reports on the modification, implementation and evaluation of a unique math curriculum for pre-primary students in rural Bangladesh, similar to Big Math for Little Kids. ▶ Using a randomized cluster design, children who received the new program performed better than control children receiving the regular program on all units and on a final composite test. ▶ Children in rural low-resource countries are capable of learning math from a program that challenges their problem solving skills; paraprofessional teachers need extensive training and support to implement the program.