math

Instructional use of computers for the application of math has shown favorable results (Guerrero, 2005; Pugalee, 2001). Students with math disabilities may have difficultly reading, understanding, or completing tasks that involve rules, procedures, and calculations or multi-step problems (Bryant, 2005). Learning math requires the ability to master a set of skills and concepts and then use that material to solve problems (Bryant, 2005). The flexibility inherent in new technologies allows teachers to design, monitor, and assess students’ individual skills and problem-solving capacities. Teachers should monitor carefully the progress of their students in math so that they have a basis for instructional decisions (Bryant, 2005).