Benjamin Alcott

India’s early years mathematics curriculum: Continuity, discontinuity and progression

Research has shown the importance of building strong foundations for learning, as the development of cognitive skills in preschool and early primary years is predictive of later mathematical achievement. This article examines the national curriculum for mathematics and learning materials used in three states and finds that state textbooks do not always follow the prescribed content and there is a lack of continuity between the curriculum followed during preschool and early years of primary school.