This study addresses the criticism leveled at A.C.T. Mathematics teachers with regard to their failure to use any other method of teaching than chalk-and-talk. By considering the changed needs of society for mathematics and the changed perceptions by society of education, the criticism is placed in context. The importance of spatial ability for mathematics is examined in the context of theories of cognitive abilities and its current under utilization within the classroom. On the basis of the increased need to utilize more talent the study was designed to operationalise in the classroom the constructs of simultaneous and successive synthesis, derived from Luria's model of brain functioning. The question of gender differences in mathematics achievment and spatial ability is addressed. The possible role of the maturation of language in determining differences in the acquistion of ability to form simultaneous synthesis is briefly discussed. The study was designed to utilize and enhance simultaneous synthesis. By demonstrating an Aptitude-Treatment Interaction it was intended to confirm that students, who function at a high level in simultaneous synthesis but at a low level in successive synthesis, would achieve more with experience with spatial activates than in a more traditional chalk-and-talk classroom. Gender differences in achievement were not found. Gender differences in successive/simultaneous profiles were found in accordance with theory predictions. The need for the duration of longer treatment periods is briefly discussed in the context of funding and the appearance of greater efficiency of traditional teaching methods when the students are functioning at the highest level of symbolic thought.