> to near-retarded...and the teacher assigns some amount
 > far beyond the number the top kids need in the hope
 > (usually misplaced) that the bottom kid in the class
 > will get it.
But like anything, more of something is not necessarily better. If the child 
isn't getting it, he's not getting it - it will just be more evident to 
everyone in 40 problems than, perhaps, in 10.
When I was teaching Math, I always had the kids work about 5 problems and 
then show them to me. If they "got" the concept, they did the rest of the 
problems. Those that didn't got special help, then redid the problems and did 
the rest. It worked. If a child was still struggling, I gave more help 
(usually during my recess time), or asked another teacher to reexplain it.
                                 -donna
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