Abstract
THE first lesson of the College-Bound Algebra I class in a New York City high school turned out to be a fiasco for the teacher, Mr. B. It seemed to run the gamut of almost all undesirable classroom experiences. Twenty students were registered for the class. Some were late, others absent. Those who did come were apathetic, inattentive, unresponsive, stared out the windows, doodled, and communicated with their neighbors. When the period ended, they had not learned one iota of mathematics.
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