This bulletin provides a review of research related to teaching mathematics to disadvantaged students at the elementary school level. The review is organized around a set of questions which are appropriate to ask in relation to disadvantaged students. These questions include: 1) What is the mathematical status of the environmentally disadvantaged? 2) What do evaluations of Head Start programs show? 3) Are there mathematical characteristics which distinguish the academically disadvantaged? 4) Do special mathematics programs for environmentally disadvantaged students make a difference? 5) Are programs for low achievers effective? 6) What teaching procedures are most effective for slow learners? 7) Are different materials appropriate for the disadvantaged? 8) What remedial procedures have been effective? 9) How are personality characteristics of the disadvantaged related to achievement? Answers to these questions are provided by a variety of research studies. A selected list of references is provided. (FL)