Background and purpose: Many of the students with mathematical problems show poor problem-solving skills. Present study aimed to investigate the efficacy of problem-solving assistant training software on improvement of problem-solving skills among elementary school students with mathematics disorder.

Method: Present research was a quasi-experimental study with pretest-posttest control group design. Study sample consisted of 30 students with mathematics disorders, who were selected using random cluster sampling method among all the female fourth and fifth graders with mathematics disorder that where studying in elementary schools of Qaemshahr City. These students were selected using Wechsler Intelligence Scale for Children (Shahim, 2006) and Iran Key math Test (Mohammad Ismael & Houman, 2002). Participants randomly assigned to control and experimental groups. Experimental group received eight 45-minute training sessions using problem-solving assistant software, while control group received no training. Data was analyzed using mixed-design analysis of variance for repeated measures.

Results: Results showed that experimental group gained significantly higher scores in problem-solving posttest comparing to control group (p < 0.001). Therefore, according to our findings, problem-solving assistant training software could significantly improve problem-solving skills among students with mathematics disorder. Moreover, the results of a 3-month follow up showed stability in learnt lessons.

Conclusion: According to the findings of current study, the administration of effective training software can be advantageous in treatment of learning disabilities. Implications are discussed in the paper.