Specifically, this TC will answer a number of very important questions that both directly and indirectly impact mathematics learning and teaching in elementary school, and will be of great practical use to policy makers in the region. Among them, do children who had a better math teacher in, say, kindergarten or first grade have higher math scores upon graduation from elementary school? Does having a better math teacher in 1st grade matter more or less than having a better math teacher in 4th grade? Are children who had better elementary math teachers more likely to continue on to secondary school? Is the total cumulative effect of having two good teachers greater than the simple sum of the effects of those two individual teachers? Under what circumstances are teachers effective in ensuring that girls, whose math achievement lags behind that of boys, learn math skills? The answers to these questions will allow for more effective and precise policies to improve math learning and teaching in Ecuador and throughout Latin America.
Furthermore, this TC will collect data to compare how math is taught in different classrooms and identify the most effective practices for optimizing student learning. Do teachers who spend more time in intentional, focused math teaching (relative to teaching other subjects) produce more math learning? What is the optimal amount of time spent teaching basic math computations (like addition or subtraction) as opposed to developing children's deeper understanding of math concepts?
The questions to be answered by this TC have never before been rigorously investigated in Latin America. Not only does the TC offer a unique opportunity to understand how young children learn and how to best support their teachers, but these questions have significant and direct implications for pre-service and in-service teacher training, and for curriculum design.
Project Detail
Country
Ecuador
Project Number
EC-T1373
Approval Date
July 5, 2017
Project Status
Closed
Project Type
Technical Cooperation
Sector
SOCIAL INVESTMENT
Subsector
EARLY CHILDHOOD DEVELOPMENT
Lending Instrument
-
Lending Instrument Code
-
Modality
-
Facility Type
-
Environmental and Social Impact Category (ESIC)
Category C: Likely to cause minimal or no negative environmental and associated social impacts
Total Cost
USD 1,000,000.00
Country Counterpart Financing
USD 0.00
Original Amount Approved
USD 1,000,000.00
Operation Number | Lending Type | Reporting Currency | Reporting Date | Signed Date | Fund | Financial Instrument |
---|---|---|---|---|---|---|
ATN/KP-16213-EC | Sovereign Guaranteed | USD - United States Dollar | Korea Poverty Reduction Fund | Nonreimbursable |
- Lending Type: Sovereign Guaranteed
- Reporting Currency: USD - United States Dollar
- Reporting Date:
- Signed Date:
- Fund: Korea Poverty Reduction Fund
- Financial Instrument: Nonreimbursable
Can’t find a document? Request information
https://www.iadb.org/document.cfm?id=EZSHARE-1399823314-10
EC-T1373_TC Document_post QRR.pdf
Jul. 05, 2017
English
https://www.iadb.org/document.cfm?id=EZSHARE-1399823314-3
TC Abstract
TC abstract_EC-T1373_published.pdf
Jun. 07, 2017
English
https://www.iadb.org/document.cfm?id=EZSHARE-2056220512-5530
Technical Cooperation Agreement
Carta Convenio - Enseñanza y aprendizaje de matemáticas en los primeros grados.pdf
Oct. 18, 2018
Spanish
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