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EDUNEWS & VIEWS

Indian kids use different math skills at work vs. school

The research, which involved over 200 children, compared the performances of children engaged in market work with those focused solely on their studies

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Image by Rajesh Balouria from Pixabay

A recent study conducted in Delhi sheds light on the contrasting mathematical abilities of children who work in markets versus those who attend school, raising questions about how educational systems can better address these disparities. The research, which involved over 200 children, compared the performances of children engaged in market work with those focused solely on their studies.

In the study, children were tasked with solving math problems under various conditions. Remarkably, 85 percent of children with market jobs were able to answer a complex market transaction problem correctly, while only 10 percent of their school-going counterparts succeeded in solving a similar question. However, when the same group was given simple division and subtraction problems, with pencil and paper for assistance, the results shifted. Fifty-nine percent of school kids solved the problems correctly, while only 45 percent of market-working children did.

The researchers also introduced a word problem involving a boy buying vegetables at the market. One-third of market-working children successfully solved the problem without any aid, whereas fewer than 1 percent of schoolchildren were able to do the same. This stark difference in performance highlights the potential benefits that practical, real-world experience in the marketplace can offer.

Why, then, do nonworking students seem to struggle more under market conditions?

“They learned an algorithm but didn’t understand it,” said researcher Abhijit Banerjee, explaining the phenomenon. On the other hand, market-working children appeared to have developed useful strategies for managing transactions. One notable example was their use of rounding to simplify calculations. For instance, when faced with multiplying 43 by 11, many market kids would round 43 to 40, multiply by 10, and then add 43 to get the correct result of 473—an intuitive trick that seemed to help them tackle problems more efficiently.

“The market kids are able to exploit base 10, so they do better on base 10 problems,” said Esther Duflo, co-author of the study. “The school kids have no idea. It makes no difference to them.” Conversely, the schoolchildren demonstrated a better understanding of formal written methods for division and subtraction.

The findings raise an important issue: while market-working children excel in solving real-world problems quickly, they may be missing out on the formal education necessary for long-term academic success. “It would likely be better for the long-term futures if they also did well in school and wound up with a high school degree or better,” Banerjee said.

The divide between the intuitive problem-solving skills of market kids and the formal methods taught in school suggests that a new approach could be beneficial in the classroom. Banerjee suspects that traditional teaching methods, which often prioritize a single, formal approach to solving problems, may be limiting. He advocates for encouraging students to reason their way toward an approximation of the correct answer, a method that aligns more closely with the informal strategies used by market-working children.

Despite these concerns, Duflo emphasized, “We don’t want to blame the teachers. It’s not their fault. They are given a strict curriculum to follow, and strict methods to follow.”

The question remains: how can schools adjust their teaching methods to better support students’ diverse problem-solving strategies? The research team is actively exploring new experiments to address this issue, with the goal of creating a more inclusive and effective educational system.

“These findings highlight the importance of educational curricula that bridge the gap between intuitive and formal mathematics,” the authors concluded.

The study was supported by the Abdul Latif Jameel Poverty Action Lab’s Post-Primary Education Initiative, the Foundation Blaise Pascal, and the AXA Research Fund.

EDUNEWS & VIEWS

Ambani Donates $18 Million to the Institute of Chemical Technology

Mukesh Ambani, who had chosen to study at ICT over IIT Bombay credited his professor with shaping his professional journey and inspiring the principles that led to Reliance’s growth

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Mukesh Ambani. Image credit: By special arrangement

Mukesh Ambani, the country’s richest man, had announced a mammoth donation of $18 million to his alma mater, Mumbai’s Institute of Chemical Technology (ICT), on June 6.

Ambani, who is chairman and managing director at Reliance Industries, had been in attendance at a book launch event for Divine Scientist, a biography on Prof. Man Mohan Sharma, Ambani’s ex-teacher and cherished mentor.

Addressing a packed audience at ICT, Ambani said he was invested in ICT’s long-term growth and success in all fronts; advancing research, education, and ideals that Prof. Singh stood for, that is knowledge, sustainability, and nation-building. Sharma, who is professor in chemical engineering at ICT, had been the first engineer from India to be elected as a fellow of the Britain’s prestigious Royal Society.

“This is my Guru Dakshina (offering) [to Prof. Sharma],” Ambani said. Prof. Sharma has had a considerable influence upon him in shaping his professional journey, as well as principles, that led to Reliance’s growth.

In an anecdote he shared with the public, he said, “Prof. Sharma told me, ‘Mukesh, you have to do something big for ICT.’ I replied, ‘Sir, just tell me what to do.’ And he said, ‘Announce $18 million to ICT unconditionally.’ I’m very, very pleased to do that today.”

In the 1970s, Ambani was student at ICT, then known as the University Department of Chemical Technology (or UDCT). He had chosen ICT over an admissions offer at the prestigious Indian Institute of Technology, Bombay.

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EDUNEWS & VIEWS

Harvard Pledges $250 Million for Research After Federal Funding Slash

The administration has defended the funding freeze as part of a broader campaign to address what it characterizes as pervasive anti-Semitism on campuses and to roll back diversity programs

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Image credit: Kalhh from Pixabay

Harvard University has announced a $250 million investment to sustain vital research programs in the face of steep federal funding cuts imposed by the Trump administration.
The move follows a sweeping $2.6 billion reduction in government grants to the Ivy League institution, citing alleged discriminatory practices and refusal to comply with federal oversight mandates. The cuts, which Harvard is actively challenging in court, have already suspended or canceled dozens of projects—some of which were considered critical to public health and technological innovation.

University President Alan Garber and Provost John Manning issued a joint statement on Wednesday, emphasizing the urgent need to protect research initiatives. “While we cannot fully offset the financial blow from halted federal support, we are committed to backing essential research during this transitional period,” they said. The university is also working with faculty to secure alternative funding channels.

Harvard has strongly criticized the federal measures, calling the termination of grants “unlawful” and accusing the administration of interfering with academic independence. The university contends that the loss of funding not only halts groundbreaking work but also threatens years of scientific progress.

At the heart of the dispute is a broader political clash over university governance. Harvard, whose endowment reached $53.2 billion in 2024, has become a focal point of the Trump administration’s efforts to reshape higher education policy. The White House has demanded greater control over admissions, hiring, and the political climate on campus—demands Harvard has resisted.

The administration has defended the funding freeze as part of a broader campaign to address what it characterizes as pervasive anti-Semitism on campuses and to roll back diversity programs. Critics argue these moves are part of a larger effort to suppress progressive academic culture and penalize dissent over U.S. foreign policy, especially in light of recent student protests against the war in Gaza.

In recent weeks, federal authorities have also taken steps to revoke visas of international students involved in these demonstrations, accusing them of ties to militant organizations—allegations civil rights groups and university leaders have strongly disputed.

With tensions between the federal government and top academic institutions mounting, Harvard’s legal challenge could set a precedent for how universities navigate political interference while safeguarding research, free speech, and academic autonomy.

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India is not in competition with any other nation: ISRO Chief

ISRO Chief V. Narayanan urges youth to lead India’s technological revolution

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ISRO Chairman V. Narayanan

In a powerful address at the 8th edition of the Chhatra Sansad India Conclave (CSI), ISRO (Indian Space Research Organisation) Chairman V. Narayanan inspired over 20,000 young minds to push boundaries and take India to new heights in space exploration and scientific innovation. His message was clear: the nation’s future in technology will be shaped by the youth, and they are crucial in propelling India to the forefront of global advancements.

In his keynote, V. Narayanan, Chairman of ISRO, spoke about India’s ongoing strides in space exploration. He emphasized that India is not in competition with any other nation but is focused solely on advancing its own technological progress. “India’s future is in the hands of its youth. You are the driving force behind the country’s technological and scientific transformation,” Narayanan said, calling for continued innovation in space research.

The conclave, held at Lovely Professional University, gathered influential leaders, policymakers, and thinkers under the theme “Vision India 2047: Bharat @ 100.” The event was a platform for dynamic conversations about India’s growth and the role youth will play in shaping the nation’s future as it approaches its centenary of independence.

Dr. Ashok Kumar Mittal, Member of Indian Parliament and Founder Chancellor of LPU, set the tone for the event, urging the youth to embrace their power to reshape India’s trajectory. He highlighted LPU’s commitment to nurturing future leaders who will lead the country in global arenas.

Dr. Ashok Kumar Mittal, Member of Parliament and Founder Chancellor of LPU giving memento to social reformerDr. Maulana Kalbe Rushaid Rizvi, during Chhatra Sansad India Conclave at LPU

Other prominent speakers at the conclave included Smriti Irani, former Union Minister, who encouraged the youth to leverage their talents to build businesses and enterprises that would drive India’s economic future. Motivational speaker Jaya Kishori inspired attendees to embody discipline, values, and purpose-driven action, while Temjen Imna Along, Minister of Tourism & Higher Education for Nagaland, spoke of an inclusive India where progress benefits all regions and communities.

The event also saw insightful video messages from several distinguished figures, including Nitin Gadkari, India’s Union Minister for Road Transport and Highways, and Vikrant Massey, Indian actor, emphasizing the role of youth in the ongoing digital revolution and India’s rise on the global stage.

A key feature of the conclave was a thought-provoking debate on “One Nation, One Election,” which sparked discussions on the potential impact of a unified electoral system on India’s future governance. The debate, chaired by Maulana Kalbe Rushaid Rizvi, allowed students to actively contribute their views on shaping India’s democratic structure.

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