Jerome Bruner (1960) writing about structure in The Process of Education states:
Grasping the structure of a subject is understanding it in a way that permits other things to be related to it meaningfully. To learn structure is to learn how things are related.

Children grow up hearing the language of fractions used all around them. For example, a slice of bread, a half of a cake, a quarter to seven. Thus, when children enter school, they have been using the language and ideas of fractions for some time. Therefore, it is reasonable to expect that a pupil who reaches Class 5 (11 to 12 age range) should, with or without instructions, perform better in fractions than a pupil in either Class 4 (10 to 11 age range) or Class 3 (9 to 10 age range).

The broad purpose of the Project RLA/142 which is now in mid-run is to expand and assist in improving the existing facilities for teacher education and curriculum development, with respect to pupils at the 10-15 year age level, within fifteen countries of the Commonwealth Caribbean.

Findings about the nature of adult motivation and the rapid expansion of knowledge about mathematics and its pedagogy, suggested that teacher training in mathematics should be planned and executed under two major guidelines. Further, a school mathematics programme should be concerned, in the first place, with children learning mathematics usefully and meaningfully. A second concern, which derived its importance mainly from the first, should be the preparation of teachers to teach mathematics so that the pupils could learn it in a 'non-arbitrary substantive fashion.

Educators all over the world seem to accept the idea that early childhood education has educational value for all pre-school children regardless of family circumstances. Students of the history and the sociology of education point out that the need to provide "day care centres" for children of the poor, who roamed the streets while their parents went to work, triggered interest in educational provision for the "deprived," "underprivileged" children in a community.

The Education for Sustainable Development (ESD) Working Group (consisting of teacher educators within the School of Education at The University of the West Indies, Mona Campus in Jamaica), conducted a collaborative action research project to infuse ESD skills, issues, perspectives, and values into six courses. The study explored students’ views on the role of teachers in promoting ESD, their personal commitment to ESD, and whether these views were influenced by the infusion process.

This study conducted an analysis of selected items from the Caribbean Secondary Education Certificate (CSEC) mathematics multiple-choice test to detect misunderstandings or misconceptions among Jamaican test-takers. The sample of the data included 7,000 CSEC test-takers’ test scores for the examination period 2010–2016. The study applied the Classical Test Theory (CTT) and the Item Response Theory (IRT) in the data analysis process.