Abstract
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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