Policy Brief on Level 1 Mathematics Education in Cameroon’s English Sub-system: Teaching Too Much Too Soon May Cause Trouble in the Long Term

The current Level 1 mathematics curriculum in the English subsystem of Cameroon's primary schools has structural defects that substantially obstruct effective learning about number and computation, and significantly hinder students' understanding of numbers and their ability to do computation in sensible ways. This policy brief discusses this and is based on extensive research into the computational thinking of more than 2000 learners in ten primary schools in the Cameroon English subsystem.