Benjamin Piper|Wendi Ralaingita|Linda Akach|Simon King
Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya
RTI International
improve learning outcomes intervention kenya called primary math reading primr initiative provided pupil learning materials teachers guides modest teacher professional development mathematics paper presents causal impact primrs mathematics intervention pupil achievement indices procedural conceptual numeracy using differencesindifferences analytic strategy mathematics intervention produced modest statistically significant results generally similar results males females larger impact grade 2 grade 1 larger impact nongovernment schools public schools smaller outcomes mathematics english kiswahili findings relevant policy implications kenya given impending national mathematics programme