This article investigates how students with mathematical difficulties (MD) differ from typically developing (TD) students in enumeration processes of small sets of objects (of 1 up to 9 dots). We present a study with 20 fifth-grade students of which ten were found to have MD in initial diagnostics. The students were supposed to exactly enumerate…

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we…