Abstract
Meeting the needs and abilities of different students is a problem in all schools. This becomes a more acute problem in the small school without multiple sections and with limited staff. It is frequently financially impossible to offer advanced courses to a small number of students. If the school does not provide for individual differences, it may be permitting waste of talent, encouraging lack of interest, developing attitudes of indifference, or encouraging lack of ambition. The Emerson, Arkansas, High School has been experimenting in its mathematics department during the past six years in an attempt to meet these needs. During the six year period, Emerson has had an enrollment in grades 7-12 ranging from 137 to 162. The program has been carried out with the support of the International Paper Company Foundation, coordinated by Auburn University. Preceding this program, students had two choices in a mathematics sequence: a minimal program consisting of Algebra I and General Mathematics, or a maximum program, Algebra I, Algebra II, and Plane Geometry. No Course was offered in fourth year mathematics.
Published Version
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