ABSTRACT
In this chapter Jill Porter identifies some of the difficulties that teachers face in developing the mathematical understanding of pupils with special educational needs. The effective teaching of pupils with a range of learning difficulties is not only dependent on staff having an in-depth knowledge of the subject, but also on having detailed knowledge of progression in mathematical understanding. She argues that, without this knowledge, in attempting to raise standards staff may be unaware that pupils may be losing previously acquired skills and are unable to apply their learning meaningfully. She stresses that policies should lead to the uncovering of such anomalies and poses questions useful to staff in the formulation of policies.
