The Efficacy of a Computational Mathematics Monitoring System for the Minimally Handicapped Child.

The paper describes two experiments using the Computational Mathematics Monitoring System (CMMS) with mildly handicapped (educable mentally retarded-EMR and learning disabled-LD) students. In the first study, data is presented on the summative evaluation of the CMMS with 19 Ss. It is explained that evaluation results do not provide clear-cut support for the program, although experimental Ss made gains on the criterion referenced test in four basic math areas. The second study reports on the effects of CMMS on reducing systematic errors in the whole number operations of 36 LD Ss (10-15 years old). Results of the second study are seen to indicate that generalization was occurring in the reducation of systematic errors. Implications of the studies are said to show the effectiveness, to a limited degree, of the CMMS in reducing systematic errors. (CL)