How Children Use Maths Differently In and Out of School?

A recent study conducted in India by researchers from the Massachusetts Institute of Technology (MIT) has uncovered a significant disparity in the Mathematical skills employed by children in workplace environments compared to those learned in school. The findings, published in Nature, highlight how children who engage in retail jobs exhibit strong mental Maths abilities for practical transactions, yet struggle with similar problems in academic settings. 

The study found that children working in markets quickly and accurately perform calculations necessary for their jobs—solving transaction problems with a success rate between 95 to 98 percent. However, when tested on Standardised academic Maths, only 32 percent could correctly divide a three-digit number by a one-digit number. Conversely, students who do not work in the market excel at school-type Maths problems but underperform in practical calculations required in marketplace scenarios. 

This gap raises important questions about educational practices and how to bridge the divide between informal, intuitive Maths skills and formal academic training. Co-author and MIT economist Esther Duflo noted that the differences in performance suggest that students may not be transferring their skills effectively between contexts. 

The research team conducted various experiments involving children from both school and market settings, revealing that while working children excel in quick calculations, they often lack proficiency in formal methods taught in school. The study emphasizes the need for educational Curriculum that integrate both intuitive and formal Mathematics to better support the learning of all children. 

These findings suggest that educators may need to rethink their teaching strategies to accommodate the diverse Mathematical experiences of their students, ultimately fostering a more comprehensive understanding of Maths that applies to both academic and real-world situations.