Problems of teaching low achievers are discussed, based on the author's own experiences. A knowledge of each individual child is deemed essential and questions to ask when considering a topic for inclusion in the curriculum are suggested. Motivation, discussion, repetition, and the teaching of concepts are discussed. (LS)

The author argues on theoretical grounds that not all "logical" pre-number activities are equally relevant for numeracy, and concludes with a practical suggestion for the kind of activity which does have particular relevance. (MN)

Student comments about having time in class to think and solve problems are presented. Stressed are teaching methods which allow students to familiarize themselves with the problem, think about solution processes, work through the solution process, and reflect while solving a problem. (CW)

Provided is an example of the use of the Pythagorean Theorem to give learners experience in applying mathematical rules. A proof for the theorem is included. Precautions and alternatives are discussed. (CW)

The contrast between the teaching of reading and mathematics is drawn. A new set of learning conditions for mathematics is presented based on a model of reading instruction. Immersion, demonstration, engagement, expectations, responsibility, use approximation, response, refinement, and outcomes are discussed. (CW)