ABSTRACT
Pupils with dyscalculia otten have particular difficulties with spatial reasoning. They may find it difficult to recognise symmetry or rotation in designs. ']'his in tum flows through to difficulties in 'seeing' the spatial relationships in linear measuring tasks. Rocco did not 'see' the relationship between the length of the benches and the sides of the sandpit. The sandpit was square but he drew it as an oblong, the benches were all the same length but he drew each separately and did not attempt to match their lengths,
Rocco had also had difficulties in understanding how to read his measuring tape. He took one measurement starring at the wrong end, and did not realise that he was looking at a number line that was in descending order, and that he was tracking from right to lett along the measure to get the measurement.
