In this investigation, students with mild mental retardation were provided with an animated tutorial computer program to learn mathematical problem solving. after training, results indicated that all students obtained significant gains from pretests to posttests; further, all students reported positive attitudes toward computers after training. transfer of computer-assisted problem solving to paper-and-pencil problem solving was less consistent. anecdotal observations indicated that students appeared to rely on asking the adult trainer for assistance during initial tutorial sessions, but demonstrated more independence at the concluding sessions. implications for future research and practice are discussed on the basis of these preliminary findings.
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