ABSTRACT
Pupils with dyscalculia usually have marked difficulties understanding the relationship of whole numbers to each other. They may have to engage in physical counting or refer to a written number line to answer questions such as Is 32 bigger or smaller than 24? Similarly, pupils with dyscalculia often find it hard to acquire a clear understanding of how numbers are recorded, for instance not understanding how to use place value to write unfamiliar numbers such as 201.
