The term "slow-learner" is considered. The need for adequate remedial help with mathematics and the need for extra individual attention for these students are emphasized. (DT)

Students taught science concepts by physical education activities achieved higher scores on an objective test of science concepts. (AL)

The slow learner is defined as a student whose IQ falls between 75 and 90 or who ranks below the thirtieth percentile of the student population in mathematical achievement. His characteristics and special needs are discussed in some detail. A presentation of selected methods and techniques for instructing slow learners to add and subtract…

Two studies, Teaching Emphases in Primary Mathematics and A Comparison of Three Methods of Teaching Fractions to Older Slow-learners, are critiqued. (DT)

Presents the procedures, results, and conclusions of a study designed to determine whether constant patterns of teaching of various kinds over an extended period could affect concept formation, problem solving, and total achievement of slow learners in a high school biology course. (LC)

Developed by a committee of the National Council of Teachers of Mathematics, this publication is designed to help teachers provide interesting and worthwhile learning opportunities for slow learners in grades five through eight. It employs a variety of teaching strategies, many not commonly known or practiced, which are particularly helpful with…

Chapters 4-5 of the special materials written for low achieving students in grades 7-8 by SMSG deal with number theory and the properties of the integers. Included for each chapter are pretest exercises, a self-test, instructional lessons and exercises, and a chapter test. (CT)

This teacher's guide is written to be used in conjunction with the new materials for low achieving students in grades 7 and 8 by SMSG. It includes helpful hints about working with low achievers and suggestions regarding the implementation of this particular program. Most chapter discussions include behavioral objectives for the chapter, background…

The purpose of the study was to demonstrate that by altering or modifying homework assignments for slow-track high school geometry students, various intellective and emotive variables could be improved without any significant decrease in achievement. Two intact Geometry B classes were randomly assigned to a no-homework treatment where all problems…

In the fall of 1970 the LAMPS (Laboratory Approach to Mathematical Problem Solving) Program began to operate in three elementary schools. This field study deals with the procedure, problems, disappointments, and successes in developing the LAMPS Laboratories. It describes the efforts made to secure greater student involvement and achievement in…