Abstract
Children who experience difficulty in understanding basic mathematical concepts and in learning standard algorithms are probably sitting in every classroom. Sometime these children are labeled “slow” and show symptoms of a child with learning disabilities or brain injury. Other times these children are the ones who have simply not been “reached” by teachers and they exhibit signs of frustration and a distrust of mathematics in general. Although the children who are working appropriately with grade level material may need continued review, practice, and reinforcement with materials and experience to learn concepts, children who are having difficulty with learning basic mathematics with conventional teaching materials and methods may need different or special techniques and aids to augment learning.
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