ter software provide an environment where it is easy to revise ideas and perform varied types of analyses. Graphics and multimedia capabilities give students the ability to share a common visual representation of difficult concepts (Flanagan & Blick, 1991). Along with initial instructions, computer assisted education has been found helpful in solving problems with the Learning Disabled (LD) (Babbitt & Peterson, 1996)
"The language difficulties common to many students with learning disabilities also contribute to problem-solving deficits. Language disorders may cause confusion with mathematics vocabulary, such as 'take away,' 'minus,' 'add,'
. . .When students lack the prerequisite skills of language proficiency, vocabulary usage, and sequencing, solving word problems becomes extremely difficult" (Babbitt & Peterson, 1996, 392 ).
The primary weakness of the literature is that there has been little focus on the trans-generational skills that come from interdisciplinary learning and how those skills can be enhanced by using computer-assisted educational techniques (Kaplan & Simmons, 1974).
Amplifying Babbitt & Peterson's arguments, students need to understand the underlying language structures of any kind of problem in order to plan and perform the tasks required to find the answer; in other words, to problem solve. This connects directly to the item relatedness and elaborative processes cited by Flanagan & Blick (1991). It is this last element, problem solving that will be tested in the proposed study.
Hypothesis I: Using a computer to teach problem-solving skills is more effective than trying to teach those same skills by verbal/oral
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