Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya

Piper, B.; Ralaingita, W.; Akach, L.; King, S.

doi:10.1080/19439342.2016.1149502

Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya

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Resource type

Journal Article

Authors/contributors

Piper, B. (Author)
Ralaingita, W. (Author)
Akach, L. (Author)
King, S. (Author)

Title

Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya

Publication

Journal of Development Effectiveness

Date

2016

DOI

10.1080/19439342.2016.1149502

URL

https://doi.org/10.1080/19439342.2016.1149502.

Citation

Piper, B., Ralaingita, W., Akach, L., & King, S. (2016). Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya. Journal of Development Effectiveness. https://doi.org/10.1080/19439342.2016.1149502

Link to this record

https://docs.opendeved.net/lib/DIU6Z4PI

Relations

Cited by

Cited by

Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018