A plan for the development of a conceptually based mathematics curriculum for disadvantaged children

In Part I (Scandura, 1972b), theoretical foundations were presented together with a plan for engineering an idealized curriculum and for developing specific curriculum products. The purpose of Part II is to show how this plan would operate in practice. In studying the applications, the reader will probably want to refer back to the plan in Part I. To keep the discussion within bounds, only Phase I of the long-range engineering is considered. The viability of the overall approach, however, will become clear with the present discussion.This article is based on a report prepared during September 1970 for the Office Economic Opportunity.