A plan for the development of a conceptually-based mathematics curriculum for disadvantaged children I: Theoretical foundations

The purpose of this two-part article is to point the way towards more sophisticated educational technologies with specific reference to educating the disadvantaged. In Part I, after summarizing some of the current problems in educating the disadvantaged, a new theory of structural learning is proposed and relationships between this theory, educational technology, and curriculum development are made explicit. This conceptual framework then is used as a basis for planning curriculum development in education. Part II shows in more detail how this plan may be applied in the real world with special reference to three specific projects:

1. An efficient and self-instructional way to diagnose and teach the basic arithmetical skills of addition, subtraction, multiplication, and division.
2. A systematic way of teaching children how to read critically based on a behavioral analysis of the process in terms of logical reasoning.
3. A plan for in-service teacher education which deals with mathematical processes (as opposed to content).