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. https://www.proquest.com/docview/303390688

Teachers College, Columbia University (New York City, NY); ProQuest document ID: 303390688

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

Students with learning disabilities (n=60) in grade 5 and grade 6 resource rooms in New York City (U.S.) public schools participated.

Participant scores on sets of several types of mathematics problems—including addition, subtraction, two-step problems, and problems with extraneous information—served as the dependent variable.

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.