The State of Numeracy Education in Latin America and the Caribbean

dc.creatorValverde, Gilbert
dc.creatorNäslund-Hadley, Emma
dc.date.accessioned2014-12-23T20:18:06Z
dc.date.accessioned2023-05-23T23:10:11Z
dc.date.available2014-12-23T20:18:06Z
dc.date.available2023-05-23T23:10:11Z
dc.date.created2014-12-23T20:18:06Z
dc.date.issued2010-11
dc.identifierhttp://hdl.handle.net/123456789/3390
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6419487
dc.description.abstractThrough this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences.
dc.languageen
dc.publisherBID
dc.relationTechnical Note;185
dc.subjectEnseñanza de las matemáticas
dc.subjectAmérica Latina
dc.subjectEducación básica
dc.titleThe State of Numeracy Education in Latin America and the Caribbean
dc.typeWorking Paper


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