A new study published in Nature reveals that children in India display vastly different math skills depending on their environment. Kids working in retail markets excel at mental arithmetic for transactions but struggle with formal Math in school. Conversely, school-going children perform well on written math tests but struggle with real-world calculations.
Researchers, including MIT economists Esther Duflo and Abhijit Banerjee, conducted three experiments in Kolkata and Delhi. They found that market-working kids quickly solved transaction problems; 95–98% succeeded by the second try — but only 32% could divide a three-digit number by a one-digit number in a formal test. Similarly, non-working school kids who excelled in classroom Math performed poorly when asked to solve problems in a market setting.
One key difference is the problem-solving approach. Market kids use intuitive strategies like rounding and base-10 tricks, while school kids rely on algorithmic methods but struggle with practical applications.
The findings suggest that India’s education system may not effectively bridge the gap between intuitive and formal Math. Researchers propose rethinking how math is taught, integrating real-world problem-solving to help students apply their knowledge across different settings. However, they acknowledge that rigid curricula limit teachers’ flexibility.
The study, supported by MIT’s Jameel Poverty Action Lab and other institutes, highlights the need for education reforms that balance theoretical and practical math skills, ensuring students are prepared for both academic success and real-world challenges.