Providing for Individual Needs in Mathematics

As high school teachers of mathematics we are aware of the necessity for providing for differences in the abilities of the pupil in our high school clases. We know how much these abilities vary even in preumably homogeneos groups. The best pupil in a class can do, with accuracy, nearly twice as much work as another pupil in that same class and yet both of them would be classified as bright pupils. The variation in a presumably homogeneous slow group is much greater and when we realize that in an unselected group both the brightest and the slowest may be preent, it seems evident that no mere differentiation of work in a single class can possibly provide for the wide variations in interest, in abilities, and in needs of all the pupils at present in high school. The only way that adequate provision can be made is through a revision of the course of study in mathematics. In making this revision we shall have to bear in mind not only the needs of that large group of pupils for whom we baYe been steadily simplifying our courses in mathematics but also the needs of that smaller group whose native intelligence gives promise of leadership.