Basic “pre-math” skills in young children have been shown to be important for developing later mathematics competency.1 In Costa Rica, researchers are evaluating the impact of a technology-based preschool math and coding program on the math and programming skills of preschool-aged children.

COVID-19 forced students across the world to move from in-person to remote schooling, presenting particularly acute challenges for children in low- and middle-income countries living in households with limited resources and internet access. Researchers worked with IPA, the Inter-American Development Bank (IDB), and Costa Rica’s Ministry of Public Education to develop and evaluate a text message campaign for parents designed to support learning for preschool-aged students during the shift to remote instruction. After 15 weeks, children in households who received the campaign performed better on cognitive assessments, an effect driven by increased parental involvement in children’s education.