There is an inherent contradiction in a system of education in which a significant number of those who are to be taught, do not learn. The schools in the United States have contributed to a generations long pattern of non-achievement which contributes to many of society's ills. The author contends that many of these underachieving students have more ability than they are able to demonstrate easily. An experiment was conducted that empowered remedial mathematics students to pursue some mathematical problems in depth by removing the dual obstacles of poor computational skills and the lack of confidence that their computations produce correct answers.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-5429 |
| Date | 01 January 1990 |
| Creators | Froning, Michael J |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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