A CAI program for instructing text analysis and modelling of word problems to educable mentally retarded children

Educable mentally retarded children prove to be poor mathematic word-problem solvers. This study is aimed at improving the poor word-problem solving ability of these children. In doing so, a computerised training programme was developed in which instruction focused on the construction of adequate problem representations. This was accomplished by both instructing the children to analyse the problem text thoroughly and by having them represent the problem situation described. The efficacy of this training procedure was demonstrated in a multiple-baseline design across five subjects after some data were removed (p < 0.05). It was assumed that the complexity of the training procedure and shortcomings in the feedback mechanism used obscured the overview of the problem-solving strategy. Suggestions are offered concerning the revision of this training procedure.