Abstract
This introductory paper sets the scene for the special issue by outlining the research that informs our understanding of the way children learn arithmetic, and the difficulties that they may encounter. Overviews of the papers contributed for this special issue reveal converging views on children’s arithmetical ability, the research uses of interventions, the influence of the social context, mathematics assessment and curriculum design, and the most effective forms of interventions for children who are struggling to learn. We draw several conclusions from our overview of the research and the contributions to this issue. Our main conclusions are that arithmetical difficulties are best understood within the framework of mathematical development, and that discussion of dyscalculia should take place as part of this broader context. Secondary conclusions are that educational psychologists need an understanding of current theories in mathematics education and that they can usefully contribute to a growing field in the individual and social psychologies of mathematics education.
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