ABSTRACT
This chapter describes an attempt to create changes in pedagogical practices in the teaching of numeracy in primary schools in Nepal, drawing on qualitative data gathered during the implementation of a basic education project. A numeracy diagnostic test was designed and introduced to identify the particular concepts which the students were finding difficult to comprehend. The test results were used in order to enhance teachers’ understanding of the reasons for the specific numeracy errors their students were making. The chapter analyses some of the factors inhibiting meaningful pedagogical change and concludes that through sensitive and informed intervention, it is possible to strengthen the quality of pedagogy, and so in turn to enhance children’s numeracy skills.
