Many organizations and experts in the field of mathematics education have recommended the inclusion of technology and, more specifically, computer programing within the course of study for the teaching of school mathematics. The incorporation of these recommendations with respect to the teaching of remedial mathematics poses a problem, since students, who have demonstrated difficulties with arithmetic in the past, tend to find the process of programing very much more difficult due to its abstract nature. This project details an examination of a computer-based mathematics learning activity for low-achieving and/or at-risk 10th, 11th, and 12th grade inner-city students (n=14). Following the procedural outline of the Instructional Systems Design Model, the project makes use of the BASIC Programing Language, along with supplementary materials, to foster the motivation necessary for the students to reach the project's objective, precisely that each student create a program that will produce a graphic image which is a reflection of what that student had planned. This report includes the following chapters: (1) an introduction detailing background, rationale, purpose, definitions, assumptions, limitations, and methods; (2) an analysis of student needs, instructional goals, previous literature, existing course materials, and a developmental plan; (3) the design of task analysis, instructional objectives, and assessment specifications; (4) the schema for learning activity development and review; (5) the plan for implementation of materials for instruction and data collection; (6) a summary of methods and procedures, conclusions, and recommendations; and (7) 11 appendices which include the student survey, the task analysis form, the project plan outline, the performance objectives, the instructional strategy, the instructional materials, the evaluation materials, specific high school lesson plans, evaluation results, improved instructional and evaluation materials, and an instructional materials locator. The foremost result was that students involved in the project displayed significant improvement in attendance patterns, which result directly manifested itself in an overall improvement in assignment completion, as well as moderate increases in achievement levels. (19 references) (JJK)