The statistics about community college developmental math level and completion rates can seem disheartening, especially for those who work with these students day-to-day and know their life stories. When it comes to teaching her students, the author chooses not to focus on the statistics. Instead, she pays attention to their varied career goals…

In January 2006 the Billings (Montana) Public Schools adopted a computer-assisted instruction (CAI) intervention aimed at helping students recover credits that they had attempted but had not attained. The author volunteered to teach the algebra component in his high school. Through the following seven semesters, he came to better understand the…

Questions dealing with educational objectives, curriculum, textbooks, basic skills, and relevance of the general mathematics courses offered to low achievers in secondary school are discussed. (JG)

Instructional techniques and examples of some of the mathematics problems used in a remedial college mathematics course for disadvantaged students are described. (DT)

A method of teaching multiplication facts to remedial students using fingers and an alternate geometric proof developed by students are suggested. (MK)

This article, a reprint from 1930, offers an interesting perspective on the importance of diagnostic and prescriptive teaching as well as the role of drill and the use of objectives in mathematics. (Author/MK)

The author uses a format in developmental mathematics courses that stresses (1) developing a positive attitude toward mathematics; (2) encouraging activeness on the part of the students; and (3) providing survival skills for nondevelopmental courses that encourage the practice of problem solving and analytical skills. Each of these areas is…

Twenty-two brief articles describe experiences of teachers in individualizing mathematics instruction at the junior and senior high school levels. Topics include specific activities, record keeping and management, testing and grading, and programs for low achievers and gifted students. (SD)

A subtraction algorithm that does not involve borrowing is presented and called the residue method. It has been taught in junior and senior high school classes and preservice and inservice classes for teachers. The method has helped in classes where arithmetic in other bases is presented. (MP)

The author finds that students who have not previously mastered arithmetic skills do not benefit from an individualized review course. He describes such a course and presents four case studies in support of his position. (SD)