ScholarLens Back to search
1967•Mathematics Teacher Learning and Teaching PK-12Requires access

The Floating Teacher— Help for the Mathematically Disadvantaged

Thomas B. Newman, William Seiser

Open publisher page 0 citations

Abstract

How can a youngster learn about primes and factors when he is not able to multiply? Such deficiencies are common among many pupils entering junior high school in areas of high population density and low income. They have not achieved in mathematics to the extent necessary to be able to cope with the mathematics concepts of the seventh-grade level. Teacher preparation, textbooks, and curriculum materials that are oriented to the “average” pupil have little specific provision for the mathematically disadvantaged pupil. Thus, provision must be made for these pupils to successfully learn mathematics.

About this research paper

What this paper is about

How can a youngster learn about primes and factors when he is not able to multiply? Such deficiencies are common among many pupils entering junior high school in areas of high population density and low income. They have not achieved in mathematics to the extent necessary to be able to cope with the mathematics concepts of the seventh-grade level. Teacher preparation, textbooks, and curriculum materials that are oriented to the “average” pupil have little specific provision for the mathematically disadvantaged pupil. Thus, provision must be made for these pupils to successfully learn mathematics.

Why it matters

A significance statement is not available in the OpenAlex record.

Key contribution

A contribution statement is not available in the OpenAlex record.

Method / approach

Method details are not available in the OpenAlex metadata.

Main findings

Findings are not separately available in the OpenAlex metadata.

Limitations

Limitations are not available in the OpenAlex metadata.

Applications

Application details are not available in the OpenAlex metadata.

Available abstract

How can a youngster learn about primes and factors when he is not able to multiply? Such deficiencies are common among many pupils entering junior high school in areas of high population density and low income. They have not achieved in mathematics to the extent necessary to be able to cope with the mathematics concepts of the seventh-grade level. Teacher preparation, textbooks, and curriculum materials that are oriented to the “average” pupil have little specific provision for the mathematically disadvantaged pupil. Thus, provision must be made for these pupils to successfully learn mathematics.

Key concepts: Disadvantaged, Mathematics education, Pupil, Mathematics curriculum, Curriculum, Population, Pedagogy, Mathematics

Related papers

Related paper 1Related paper 2Related paper 3
Back to paper searchBrowse research topicsOriginal source
The Floating Teacher— Help for the Mathematically Disadvantaged — Research Paper | ScholarLens