A sample of approximately 385 hearing-impaired elementary and secondary school students whose mathematical achievement ranged from second to sixth grades were examined to determine the effectiveness of a computer assisted elementary mathematics program on the acquisition of computational skills. The students selected were from a population of over 2000 students in 15 schools for the deaf in four states and the District of Columbia. The curriculum provided for individualized instruction, acceleration in areas of proficiency, drill in areas of deficiency, and daily reports in profile form on student progress. The curriculum was composed of the following 14 sequential mathematical strands: number concepts, horizontal addition, horizontal subtraction, vertical addition, vertical subtraction, equations, measurement, horizontal multiplication, laws of arithmetic, vertical multiplication, division, fractions, decimals, and negative numbers. Five groups of 77 students each were assigned 10, 30, 70, 100, and 130 sessions on the computer. Major results of pretest and posttest data indicated that the computer assisted curriculum enabled hearing-impaired students to achieve gains expected of normally hearing students, that greater numbers of sessions on the computer were beneficial for all students, and that the gains could be achieved in short sessions of 6 to 10 minutes per day. (MC)