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Effectiveness of the MASTER program for teaching special children multiplication and division
1Utrecht University, Department of Special Education, The Netherlands.
Journal of Learning Disabilities
|October 27, 2004
Summary
The MAthematics Strategy Training for Educational Remediation (MASTER) program improved math skills in students with learning disabilities and mild mental retardation. Self-instruction strategies led to significant gains and better problem-solving on new tasks.
Area of Science:
- Educational Psychology
- Special Education
Background:
- Students with poor mathematics skills often struggle with strategy utilization.
- Effective interventions are needed to improve mathematical abilities in diverse learners.
Purpose of the Study:
- To examine the effectiveness of the MAthematics Strategy Training for Educational Remediation (MASTER) program.
- To investigate the impact of self-instruction on multiplication and division problem-solving.
Main Methods:
- The study involved 84 students with poor math skills, divided into groups with learning disabilities and mild mental retardation.
- Participants received either the MASTER program (self-instruction) or general instruction.
Main Results:
- The MASTER program significantly improved mathematics skills compared to general instruction.
- Students with learning disabilities demonstrated far transfer, applying strategies to untrained tasks.
Conclusions:
- Self-instruction within the MASTER program is effective for improving math skills.
- The findings support the importance of self-instruction in mathematics training for students with learning disabilities and mild mental retardation.