The paper presents a review of research concerned with mathematics and the disadvantaged youth--both environmentally and academically disadvantaged (low achiever, slow learner, underachiever). It is concluded that: (1) in general, mobility has not been found to affect achievement significantly, (2) programed instruction materials do not produce significant differences, (3) diagnosis and individualization are effective procedures to incorporate into remedial programs, (4) active physical involvement of students may be more important for the disadvantaged, (5) mathematically disadvantaged students may also be disadvantaged in other fields. (JG)