Too many students are entering post-secondary education lacking foundational mathematics skills that are critical to performance on placement examinations. As a result, students are forced to take remedial courses that are often non-credit bearing and hinder their progress toward graduation. Research suggests that a lack of number sense may…

A multiple baseline design was used to demonstrate the effectiveness of a self-instruction training sequence across three groups of three preschool handicapped students to improve their ability to count a requested number of objects from one to ten. Eight of nine students showed improved accuracy in counting objects and generalized these gains to…

Understanding of the cardinality principle in children with Williams Syndrome (WS) was compared to that of typically developing children. Findings indicated that such understanding was extremely delayed in WS children and only at the level predicted by their visuo-spatial mental age. Findings suggested that visuo-spatial ability played a greater…