Abstract
The purpose of this study was to compare mathematics problem-solving performance of students trained in task-related behaviors with a control group of untrained students. Forty learning disabled and forty nonhandicapped upper elementary students were assigned to dyads such that each student worked with both a handicapped and a nonhandicapped partner. Dyads were then randomly assigned to either a trained or control group. Trained dyads received instruction in giving explanations and asking questions. All dyads worked for twelve ten-minute sessions at a microcomputer solving a mathematics task. Following each computer session, students individually solved a paper/pencil task with problems similar to the computer problems. Results indicated that the trained group exhibited significantly more task-related behaviors including: 1) asking how to solve a problem, 2) asking for an answer check, 3) giving an explanation, 4) giving feedback, and 5) asking if the partner needed help. However, there were no performance differences between the trained and untrained groups on the paper/pencil tasks. A further analysis, in which trained and control groups were combined, showed a significant relationship between giving a correct explanation and paper/pencil scores for both handicapped and nonhandicapped students. Additionally, handicapped students who asked their partner if they needed help also performed better on the paper/pencil task.
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