Mathematical concept formation for the primary school-aged learning disabled student

This paper is concerned with mathematics and the Learning Disabled student. In this chapter, the rationale, the scope, and the limitations of the study were stated, as well as the definitions of terms to be employed in the research review. The population to be discussed is the primary school-aged Learning Disabled student. The concepts to be examined are: more, less, equal to, more than, greater than, less than, number, set, and the appropriate language for each concept