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Does Non-Symbolic Math Practice For Young Children in India Improve Symbolic Mathematics Ability Later in Life?

Location: New Delhi, India
Timeline:
2012
Target Group: 
Children
Children under five
Students
Teachers
Outcome of Interest: 
Student learning
Intervention Type: 
Early childhood development
AEA RCT Registration Number: 
Partners:

Moira R. Dillon, Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, and Esther Duflo. 2017. "Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive but not Formal Mathematics." Science, 357,6346, 47-55. DOI: 10.1126/science.aal4724