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Children's arithmetic skills do not transfer between applied and academic math
Children who learn maths working in markets and children who learn maths only from school were both unable to transfer their skills to new contexts, highlighting a need to reconsider how maths is taught in school.
This result is notable, particularly given that the algorithms taught in school are also based on the same base-ten compositional structure that working children use in solving the market maths problems that can be simplified by rounding to the nearest ten. This project was funded by the Post-Primary Education Initiative of the Abdul Latif Jameel Poverty Action Lab (J-PAL), the Foundation Blaise Pascal and the Fonds AXA pour la Recherche. Star, M. Urquiola, A. Venkatachalam, A. Wuermli, H. Yoshikawa and seminar participants for comments; and M. Goenka, S. Mallick, R. Menon, R. Pugalia, G. Sharma, A. Srinivasan and P. Tiwari for their research assistance.
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