Marzola, E. (1985). An arithmetic problem solving model based on a plan for steps to solution, mastery learning, and calculator use in a resource room setting for learning disabled students (Publication No. 8602058) [Doctoral dissertation, Teachers College, Columbia University]. ProQuest Dissertations and Theses Global.

Teachers College, Columbia University

Students in the experimental group received a problem solving program that included a calculator accommodation. Control group students did not have access to calculators.

Participants were 60 fifth and sixth grade students with learning disabilities.

The dependent variable was scores on several types of mathematics problems, including addition, subtraction, two-step problems, and problems with extraneous information.

The experimental group outperformed the control group on the post-test measure, and did not demonstrate decreased performance on two-step problems and problems with extraneous information. The author concluded that a direct instruction model with calculator use is effective for students with learning disabilities. Recommendations for future research were discussed.