Date of Award


Degree Type


University or Center

Atlanta University (AU)


School of Education

Degree Name



Fifteen educable mentally retarded children attending one elementary school in the Atlanta Public School System were the subjects of this study. They were in regular classroom grades second through sixth and attended the educable mentally retarded resource room on a daily basis fjor one and one-half hours. The IQ range was 54 to 83.

The purpose of the study was to determine the effects teaching methods had on the development of skills that elementary educable mentally retarded children need to solve arithmetic computation and word problems. For eight weeks, the subjects were instructed by various teaching methods. At the end of this experimental period, each subject was administered a test on sixty arithmetic compu tation problems and fifteen word problems. For the next eight weeks, no instruction was presented to the subjects. They were free to work in the mathematics learning center. At the end of the eight week period under the control conditions, the subjects were retested with the same test used at the end of the experimental period.

The test data were analyzed and presented in terms of the mean scores under both the experimental and control conditions. For both test scores the experimental mean was found to be significantly greater than the control mean.

The results of this study indicated that there was a relationship between the methods used to teach elementary arithmetic skills to educable mentally retarded children and the development of these skills.

The implications of this study were presented in terms of their significance for the regular classroom and the special education teachers. Recommendations for future studies and changes in the present arithmetic curriculum for educable mentally retarded children were given.

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