Abstract
The paper deals with features of language-handicapped children which may lead to difficulties in understanding elementary number work. Six features are identified. Weakness in symbolic understanding is studied in relation to three aspects of the curriculum: understanding cardinality of numbers, the use of Hindu-Arabic figures, and the understanding of place value. An attempt is made to see problems from the child's perspective. Methodological suggestions for teaching are given, including the use of historic number systems as preparatory or intermediate steps, and the general adoption of a holistic approach.
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