Effects of reform-based mathematics instruction on low achievers in five third-grade classrooms

In this study we examined the responses of 16 low-achieving students to ref orm-based mathematics instruction in 5 elementary classrooms for 1 year. We used qualitative methods at 2 schools to identify the needs of low achieve rs in these classrooms, which were using an innovative curriculum. Through classroom observations and interviews with teachers, we studied the involve ment of low achievers in whole-class discussions and pair work. Results sug gested that both the organization and task demands of the reform classrooms presented verbal and social challenges to low achievers that need to be ad dressed if these students are to benefit from reform-based mathematics inst ruction.