Explicitly teaching for transfer: Effects on the mathematical problem-solving

This study explores methods to enhance mathematical problem solving for students with math disabilities. Forty students were randomly assigned to three problem solving tasks where they either had problem-solving tutoring, computer-assisted practice, problem-solving tutoring plus computer-assisted practice or control conditions. On story problems and transfer story problems, tutoring (with or without computer-assisted practice) effected reliably stronger growth compared to control; effects on real-world problem solving, although moderate to large, were not statistically significant. Computer-assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures.