ABSTRACT
According to Steeves (1983) and Joffe (1981) many dyslexies have much potential to succeed in mathematics once they have grasped the basic concepts. In fact some dyslexies are capable of scaling great heights with their mathematical prowess. With this in mind a teacher should never underestimate potential and should try to ensure that opportunities for advanced goals are available should students want them. Once a concept is mastered fully, to ask a pupil to complete pages and pages of similar problems is a waste of time. He should be given the chance to move on.
