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The problems diverse learners have in mathematics are analyzed in terms of teacher access to high quality educational tools — textbooks, videos, software, activity guides, and so on. The first section discusses emerging tools implied by recent reform efforts in mathematics education. The second section critiques current textbooks in terms of the rate at which content is introduced, the efficacy of the explanations and activities, and the adequacy of practice and review. Four attributes of mathematics educational tools that may help teachers reduce the failure of diverse learners associated with increasing expectations, current practices, and the expectations of reform are: (a) teaching the big ideas of mathematics; (b) teaching conspicuous strategies for solving problems; (c) scaffolding the acquisition of meaningful learning; and (d) providing review that is sufficient, distributed over time, varied across contexts, and cumulative.
Carnine et al. (1994) studied this question.