A recent study published in Nature sheds light on a concerning trend in global mathematics education: the failure to support some of the world’s most talented children, particularly those from lower-income families. The research, led by economists Abhijit Banerjee and Esther Duflo of the Massachusetts Institute of Technology (MIT) and psychologist Elizabeth Spelke of Harvard University, reveals that despite demonstrating impressive mental arithmetic skills, young people working in India’s bustling market stalls often perform poorly on standard written math tests.
Banerjee, who grew up in India, was struck by the extraordinary mental arithmetic abilities of the children working in local fruit and vegetable markets. He recalled seeing them swiftly and accurately calculate prices and make change, often with complex calculations. “I could see kids who could do the mathematics involved,” he said in an interview with the Nature podcast. However, despite their remarkable abilities in everyday arithmetic, these children struggled with formal written math exams, revealing a major gap in the current education system.
The study, published in Nature on February 12, 2025, highlights the disconnect between practical, real-world math skills and the way mathematics is taught in schools. Banerjee and his team compared the math proficiency of two groups of children under the age of 18: one group attended school and worked in the markets, while the other group only attended school. The findings were striking: while the market-working children excelled in mental arithmetic, they performed poorly on tests involving long division and other traditional arithmetic problems.
This research underscores the importance of “learning by doing” — a method that allows children to develop a deep understanding of math through practical application. However, the study also reveals that this hands-on approach does not automatically translate to success in written tests, which still dominate the education system. The working children excelled at rapid mental calculations but lacked the formal mathematical reasoning necessary to succeed in traditional assessments.
To address this gap, Banerjee and his colleagues argue that mathematics education must evolve to better integrate reasoning and problem-solving skills. For many children, particularly those from disadvantaged backgrounds, improving their understanding of mathematical reasoning could be more important than mastering rote procedures. As Banerjee explains, teaching students how to perform complex calculations in algebra or statistics without helping them grasp the reasoning behind those calculations will not produce the desired outcomes.
The study also highlights broader issues in global education systems. Worldwide, there is a shortage of qualified math teachers, particularly those who are trained to teach mathematical reasoning and storytelling, skills that are essential for helping students understand the “why” behind math. According to Marcus du Sautoy, a mathematician at the University of Oxford, improving math education should be a top priority for education systems, with a focus on teacher training and curriculum reform.
In addition, the current global assessment systems often fail to reward understanding of reasoning. Instead, they focus on the ability to execute mathematical methods and arrive at the correct answer. This creates a disconnect between what is tested in schools and the real-world mathematical skills that children, particularly those in low-income communities, develop outside the classroom.
Banerjee and his colleagues’ study calls for a significant shift in how mathematics is taught, assessed, and supported. With the right guidance, the children in their study — and others like them — have the potential to pursue careers in research, entrepreneurship, and even teaching, helping to address the global shortage of math educators.
This research, published in Nature, highlights the need for innovative thinking and a reevaluation of educational approaches to ensure that all students, regardless of their background, are given the opportunity to fulfill their mathematical potential.
