In this study, the utility of a MAthematics Strategy Training for Educational Remediation (MASTER) program, (Van Luit, Kaskens, & Van der Krol, 1993) was examined. The effectiveness of the program, designed to encourage strategy utilization with multiplication and division problems, was investigated for 84 students with poor mathematics skills, some of whom had learning disabilities (n = 42) and others with mild levels of mental retardation (n = 42). The results showed that the use of the self-instruction program resulted in significant improvement over the general instruction program. Furthermore, far transfer was found for the children with learning disabilities in the experimental group when they used effective problem-solving strategies on nontrained tasks. The results are consistent with previous findings suggesting the importance of self-instruction in mathematics training programs.
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