Traditionally, students have demonstrated substantial difficulties in the area of problem solving. Their strategies appear to be limited as they look for key words or rely on gimmicks to assist in the solution of word problems. The process is mindless, inefficient, and ineffective. This area of weakness is especially prevalent in the mildly handicapped population. The importance of problem-solving skills for these students is critical, as they engage not only in mathematical decisions but as they make functional decisions in their daily lives. A sequential hierarchy is presented that establishes a process for students to follow when confronted with problem-solving issues. The step-by-step process enhances student understanding and control. Problem solving becomes planned and deliberate. Implementing the SOLVE strategies enables the teacher to assess and teach the skills and improves students' success rates.

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There is growing recognition that the bulk of the traditional, nofm-referenced tests fail to he@ teachers make instructional decisions. In rejecttng these measures, diagnosticians and teachers alike are seeking strategies for identifying and dire&y remediating mistakes students make in W m etic computation. n7is article presents a stepby-step series of operations for analyzing and categorizing aritf?metic errvrs, for selecting cormthe strategies, and for applying peer-referenced standards to judge the performance of special-needs students.