Supplementary mathematics among adolescents in Timor-Leste

Source abstract

Abstract Students in Timor-Leste schools have been grappling with mathematics acquisition since the nation’s independence in 2002. Schools encounter scarcity of resources necessary to effect significant change and few other organisations have formally assumed this responsibility. Despite the recognition of the importance of mathematics in Timor-Leste, research in this area remains limited. This paper aims to examine the mathematics proficiency of 10- to 15-year-olds and evaluate the effectiveness of a supplementary tutoring programme designed to address learning gaps. Our findings reveal disparities in students’ proficiency across various mathematical domains. Students demonstrate higher achievement in counting, arithmetic, and number patterns and less so in statistics, angles, and shape recognition. Proficiency in three-quarters of curriculum strands pertaining to cycle 1 (grades 1 to 4) is below 40%. In response to these challenges, a supplementary tutoring initiative for this age group conducted in Tetum language was evaluated. The programme utilised tailored worksheets and small group sessions and took place thrice weekly. Results demonstrated statistically significant improvements over a seven-month period. Students in the intervention group on average gained proficiency in 7.5 new content areas compared to a comparison group value of 1.7. Feedback from participating students underscored the value of incorporating worksheets alongside traditional teaching methods. This study highlights the pressing need to address mathematics education in Timor-Leste and underscores the potential role of supplementary programmes. Importantly, it underscores that solutions can arise from low-resource community-driven interventions.