This study was designed and conducted by INOVASI to explore the impact of two main pilot teacher training programs on the teaching and learning of early grade numeracy concepts. These ‘short courses’ were implemented in partner districts in Indonesia. The process was underpinned by the program’s theory of change based on a problem-driven iterative adaptation approach (PDIA). The study discusses what works in INOVASI’s partner districts and potentially in other Indonesian contexts to develop the numeracy knowledge, skills and behaviours, including fluency and flexibility with numbers, that students and teachers need.
The study collected both quantitative and qualitative data to establish what works in INOVASI’s partner districts and to investigate to what extent training teachers in specific areas will result in improved student learning outcomes. The emphasis was on teaching methods, providing and using appropriate materials and improving students’ higher-order thinking skills in applying their newly developed knowledge and skills. The mixed method approach discussed in the study includes: teacher observations; student and teacher assessments; teacher interviews; and in-depth video observations.
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