Abstract

This study aimed to examine the effects of remedial instruction on low-SES & low-math first graders’ basic
mathematics competence as well as their interest and confidence in mathematics learning. Fourteen participants
of low-SES & low-math were selected from two classes totaling fifty-seven first graders at a public elementary
school in central Taiwan. Results show that remedial instruction conducted during the study successfully
improved the low-SES & low-math students’ mathematics competence and enhanced their interest and
confidence in mathematics. Remedial instruction in the form of story contexts conducted through small group
collaboration with manipulatives appeared to improve low-SES & low-math students’ mathematics learning.
Implications related to remedial instruction for low-SES & low-math students are discussed.

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