This is a preview of subscription content, log in via an institution to check access.
References
Anick, C. M., Carpenter, T. P., and Smith, C. Minorities and mathematics: results from the National Assessment of Educational Progress.Mathematics Teacher, 1981,14, 560–566.
Becher, R. M. Teacher behaviors related to the mathematical achievement of young children.Journal of Educational Research, 1980,73, 366–340.
Carnine, D., and Gersten, R. Direct instructional mathematics: longitudinal evaluation of over 2,000 low-income children. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, 1981 (ERIC Document Reproduction Service No. ED 201 529).
Evertson, C. M. Differences in instructional activities in higher- and lower-achieving junior high English and math classes.The Elementary School Journal, 1982,82, 329–350.
Gerston, R., et al. The relationship of entry I.Q. level and yearly academic growth rates of children in a direct instructional model: a longitudinal study of over 1500 children. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, 1981 (ERIC Doc. Repro. Serv. No. ED 202 595).
Harvey, F. A., et al. Evaluation of eight “infinity factor” programs. (Executive Summary). Newton, MA: Educational Development Center, 1976 (ERIC Doc. Repro. Serv. No. ED 129 329).
Hawn, H., et al. Differences in mathematical achievement between males and females in grades 1–3, 1981 (ERIC Doc. Repro. Serv. No. ED 209 094).
Holmes, B. J.Black students' performance in the National Assessments of Science and Mathematics. Denver, CO: Educational Commission of the States, National Assessment of Educational Progress, 1980 (ERIC Document Reproduction Service No. ED 201 692).
Husen, T. (Ed.).International Study of Achievement in Mathematics. New York: Wiley, 1967.
Kornbluth, J. A., and Sabban, Y. P. The effects of cognitive style and study method on mathematical achievement of disadvantaged students.School Science and Mathematics, 1982,82, 132–140.
Linn, R. L., and Harnisch, D. L. Interactions between item content and group membership on achievement test items. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, 1979 (ERIC Doc. Repro. Serv. No. ED 194 533).
Maccoby, E. E., and Jacklin, C. N.The Psychology of Sex Differences. Stanford: Stanford University Press, 1974.
National Council of Teachers of Mathematics.An Agenda for Action: Recommendations for School Mathematics of the 1980s. Reston, Va., 1980.
National Diffusion Network, U. S. Department of Education.Educational Programs that Work: A Catalog of Exemplary Programs Approved by the Joint Dissemination Review Panel. San Francisco: Far West Laboratory for Educational Research and Development, 1983.
Russell, R. L. and Ginsburg, H. The mathematical thinking of poor, inner city children. Paper presented at the Southeastern Conference on Human Development, Alexandria, Va., 1980 (ERIC Doc. Repro. Serv. No. ED 191 724).
Sepie, A. C., and Keeling B. The relationship between types of anxiety and underachievement in mathematics.The Journal of Educational Research, 1978,72, 15–19.
Thier, H. D. (Comp).(SCIS and the Disadvantaged: A Report from the Field (1970) (ERIC Doc. Repro. Serv. No. ED 180 781).
Rights and permissions
About this article
Cite this article
Ascher, C. Improving the mathematical skills of low achievers. Urban Rev 16, 187–191 (1984). https://doi.org/10.1007/BF01207502
Issue Date:
DOI: https://doi.org/10.1007/BF01207502