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The Old Mutual Mathematics Olympiad (OMMO) in Malawi is a national mathematics competition open to all final year secondary school students. In this paper, we analyse the results of the preliminary round of the competition from 2015 to 2020. We developed seven content areas for the OMMO based on core elements of the Malawi secondary school mathematics curriculum. We found that the OMMO is dominated by questions on the core element Number and numeration, particularly topics like number systems, indices and logarithms, linear equations and number patterns. We also analysed the general performance of students in these areas. We found that students performed well in topics like inequalities, trigonometry and mensuration and did very poorly on proportions, sets, coordinate geometry and geometric constructions, among other topics. These findings suggest that mathematics Olympiads can help diagnose areas that are difficult for students and hence enhance the teaching and learning of Mathematics, especially in Malawi and other countries with a similar mathematics curriculum. To take care of under-represented areas, future OMMO examinations need to be structured to adequately cover all the core elements. [ABSTRACT FROM AUTHOR]

Previous research has shown that a specific interactive app, designed to support the development of early mathematical skills and delivered on hand-held tablets, is effective at raising mathematical attainment in young children in low-and high-income countries. In the countries where this app has been deployed, teachers have consistently reported improved concentration skills in children who have received intervention with this app. To investigate the legitimacy of these claims, we conducted secondary data analyses of children's performance on core cognitive tasks to examine if additional benefits are observed in children who received intervention with the interactive maths app compared to those that did not. We drew on data from a three-arm randomized control trial conducted in a primary school in Malawi (Pitchford, 2015). In addition to assessing mathematical skills, children's visual attention, short-term memory, and manual processing speed were examined at baseline, before the introduction of the maths app intervention, and at endline, after the intervention had been implemented for 8 weeks. A group of 318 children (73–161 months) attending Standards 1–3 of a Malawian primary school were randomized to receive either the new maths app (treatment group), a non-maths app that required similar interactions to engage with the software as with the maths app (placebo group), or standard teacher-led mathematical practice (control group). Before and after the 8-week intervention period, children were assessed on mathematics and core cognitive skills. Results showed that the maths app intervention supported significant and independent gains in mathematics and visual attention. Increases in visual attention were attributable only to interactions with the maths app. No significant benefits to attention were found from using the tablet device with non-maths software or standard class-based mathematical practice. These results suggest that high-quality interactive, educational apps can significantly improve attentional processing in addition to the scholastic skills targeted by the intervention. [ABSTRACT FROM AUTHOR]

Background: The World Health Organization recommends participatory learning and action (PLA) in women's groups to improve maternal and newborn health, particularly in rural settings with low access to health services. There have been calls to understand the pathways through which this community intervention may affect neonatal mortality. We examined the effect of women's groups on key antenatal, delivery, and postnatal behaviours in order to understand pathways to mortality reduction.Methods and Findings: We conducted a meta-analysis using data from 7 cluster-randomised controlled trials that took place between 2001 and 2012 in rural India (2 trials), urban India (1 trial), rural Bangladesh (2 trials), rural Nepal (1 trial), and rural Malawi (1 trial), with the number of participants ranging between 6,125 and 29,901 live births. Behavioural outcomes included appropriate antenatal care, facility delivery, use of a safe delivery kit, hand washing by the birth attendant prior to delivery, use of a sterilised instrument to cut the umbilical cord, immediate wrapping of the newborn after delivery, delayed bathing of the newborn, early initiation of breastfeeding, and exclusive breastfeeding. We used 2-stage meta-analysis techniques to estimate the effect of the women's group intervention on behavioural outcomes. In the first stage, we used random effects models with individual patient data to assess the effect of groups on outcomes separately for the different trials. In the second stage of the meta-analysis, random effects models were applied using summary-level estimates calculated in the first stage of the analysis. To determine whether behaviour change was related to group attendance, we used random effects models to assess associations between outcomes and the following categories of group attendance and allocation: women attending a group and allocated to the intervention arm; women not attending a group but allocated to the intervention arm; and women allocated to the control arm. Overall, women's groups practising PLA improved behaviours during and after home deliveries, including the use of safe delivery kits (odds ratio [OR] 2.92, 95% CI 2.02-4.22; I2 = 63.7%, 95% CI 4.4%-86.2%), use of a sterile blade to cut the umbilical cord (1.88, 1.25-2.82; 67.6%, 16.1%-87.5%), birth attendant washing hands prior to delivery (1.87, 1.19-2.95; 79%, 53.8%-90.4%), delayed bathing of the newborn for at least 24 hours (1.47, 1.09-1.99; 68.0%, 29.2%-85.6%), and wrapping the newborn within 10 minutes of delivery (1.27, 1.02-1.60; 0.0%, 0%-79.2%). Effects were partly dependent on the proportion of pregnant women attending groups. We did not find evidence of effects on uptake of antenatal care (OR 1.03, 95% CI 0.77-1.38; I2 = 86.3%, 95% CI 73.8%-92.8%), facility delivery (1.02, 0.93-1.12; 21.4%, 0%-65.8%), initiating breastfeeding within 1 hour (1.08, 0.85-1.39; 76.6%, 50.9%-88.8%), or exclusive breastfeeding for 6 weeks after delivery (1.18, 0.93-1.48; 72.9%, 37.8%-88.2%). The main limitation of our analysis is the high degree of heterogeneity for effects on most behaviours, possibly due to the limited number of trials involving women's groups and context-specific effects.Conclusions: This meta-analysis suggests that women's groups practising PLA improve key behaviours on the pathway to neonatal mortality, with the strongest evidence for home care behaviours and practices during home deliveries. A lack of consistency in improved behaviours across all trials may reflect differences in local priorities, capabilities, and the responsiveness of health services. Future research could address the mechanisms behind how PLA improves survival, in order to adapt this method to improve maternal and newborn health in different contexts, as well as improve other outcomes across the continuum of care for women, children, and adolescents. [ABSTRACT FROM AUTHOR]

The author discusses the program of the Ministry of Education, Science and Technology in Malawi to allow primary school children to use touch screen tablet computers to learn mathematics. The author states that the program illustrates the effectiveness of the intervention across different context and highlights the potential of the program to have international reach. The author mentions that digital education technology might improve early learning outcomes in developing countries.