THE SUCCESS OF DISCOVERY MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL WAS TESTED OVER A 1-YEAR PERIOD. THE PROJECT WAS INTENDED TO SEE IF A TRAINED MATHEMATICIAN WORKING AT AN ELEMENTARY SCHOOL WITH DISADVANTAGED CHILDREN COULD (1) MOTIVATE THE CHILDREN TO BE INTERESTED IN SCHOOL WORK BY INTERESTING THEM IN MATHEMATICS AND (2) COMMUNICATE WITH THEM BY TEACHING THEM TO DO MATHEMATICS AT A LEVEL FAR ABOVE GRADE LEVEL, EVEN TO HIGH SCHOOL LEVEL. ACHIEVEMENT OF THE FIRST OBJECTIVE, WHILE NOT SCIENTIFICALLY PROVED, WAS STRONGLY SUPPORTED (HYPOTHESIS) BY THE HIGH LEVEL OF EXCITEMENT WHICH EXISTED IN THE FOUR CLASSES STUDIED. IT WAS CONCLUDED THAT ADEQUATE MEASUREMENT OF AN INCREASE OF INTEREST CAUSED BY THE MATHEMATICS PROGRAM WOULD PROBABLY REQUIRE STUDY OF A CLASS FOR SOME TIME BEFORE PRESENTING IT WITH A DISCOVERY TEACHER. THE CONTROLS NECESSARY TO CONCLUSIVELY PROVE THE FIRST HYPOTHESIS COULD NOT BE ESTABLISHED. ACHIEVEMENT OF THE SECOND OBJECTIVE WAS FULLY BORNE OUT BY THE DATA. EACH CLASS MADE SIGNIFICANT PROGRESS WITH MANY MATHEMATICAL NOTIONS WHICH UNDERLIE ADVANCED MATHEMATICS. (TC)