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dc.contributor.authorGallego, Francisco
dc.contributor.authorNäslund-Hadley, Emma
dc.contributor.authorAlfonso, Mariana
dc.date.accessioned2018-04-24T15:13:42Z
dc.date.available2018-04-24T15:13:42Z
dc.date.issued2018-04
dc.identifier.urihttp://repositorio.minedu.gob.pe/handle/MINEDU/5781
dc.description.abstractTailoring instruction to each student’s needs can produce significant learning gains. However, few programs have successfully implemented this approach. In this paper, the authors present the results of a randomized evaluation of a program that uses an inquiry with an individualized scaffolding approach to teach Mathematics to preschoolers in Peru. The results suggest that the program improves overall Mathematics outcomes, and that it has stronger impacts on students in the lower quintiles of the Mathematics outcomes distribution and on students whose teachers have university degrees. The effect on the content areas where the program was implemented more intensively persists even one year after the program ended. The researchers find no evidence of differential effects by gender, language-spoken at home, and proxies for SES, in contrast with results from previous research that suggest Mathematics programs are biased along gender and socioeconomic lines.es_ES
dc.formatapplication/pdfes_ES
dc.language.isoenes_ES
dc.publisherBIDes_ES
dc.relation.ispartofseriesIDB Working Paper Series;905
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.sourceMINISTERIO DE EDUCACIÓNes_ES
dc.sourceRepositorio institucional - MINEDUes_ES
dc.subjectEnseñanza de las matemáticases_ES
dc.subjectEducación iniciales_ES
dc.subjectPrograma Mimatees_ES
dc.subjectHuancavelicaes_ES
dc.subjectAyacuchoes_ES
dc.subjectEvaluación de impactoes_ES
dc.subjectPerúes_ES
dc.titleTailoring Instruction to Improve Mathematics Skills in Preschools : A Randomized Evaluationes_ES
dc.typeReporte técnicoes_ES


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