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The effects of ethnomathematics education on student outcomes: The JADENKÄ Program in the Ngäbe-Buglé Comarca, Panama

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  • Näslund-Hadley, Emma
  • Hernández Agramonte, Juan Manuel
  • Albertos, Carmen
  • Grigera, Ana
  • Hobbs, Cynthia
  • Álvarez Marinelli, Horacio

Abstract

The aim of this article is to provide rigorous at scale experimental evidence on the effectiveness of an ethnomathematics education program. This article describes and evaluates the impact of JADENKA (pronounced Ha-den-go), an intercultural bilingual mathematics program designed to increase the mathematical and ethnomathematical skills of the Ngabe preschoolers, within the comarca Ngabe-Buglé in Panama. To our knowledge, this is the first study to evaluate the effectiveness of an ethnomathematics intervention in preschool education through an RCT. The program was designed by a team of experts in early mathematics pedagogy, Ngabe mathematics and language, Interactive Radio Instruction (IRI) methodology , as well as Ngabe actors and singers. Our results indicate positive effects of the program on the mathematical and ethnomathematical skills of students. The magnitude of the impact on mathematics (0.12-0.18 s.d.) is comparable to other bilingual and intercultural bilingual education preschool mathematics programs implemented in low- and middle-income countries.

Suggested Citation

  • Näslund-Hadley, Emma & Hernández Agramonte, Juan Manuel & Albertos, Carmen & Grigera, Ana & Hobbs, Cynthia & Álvarez Marinelli, Horacio, 2022. "The effects of ethnomathematics education on student outcomes: The JADENKÄ Program in the Ngäbe-Buglé Comarca, Panama," IDB Publications (Working Papers) 12093, Inter-American Development Bank.
    • Handle: RePEc:idb:brikps:12093
    DOI: http://dx.doi.org/10.18235/0004150
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    References listed on IDEAS

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    1. Paul J. Gertler & Sebastian Martinez & Patrick Premand & Laura B. Rawlings & Christel M. J. Vermeersch, 2016. "Impact Evaluation in Practice, Second Edition," World Bank Publications - Books, The World Bank Group, number 25030.
    2. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    3. Rosangela Bando & Emma Näslund-Hadley & Paul Gertler, 2019. "Effect of Inquiry and Problem Based Pedagogy on Learning: Evidence from 10 Field Experiments in Four Countries," NBER Working Papers 26280, National Bureau of Economic Research, Inc.
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    More about this item

    Keywords

    Ethnomathematics; Intercultural Bilingual Education;

    JEL classification:

    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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