ABSTRACT
If a child or an adult is failing in mathematics, then using intervention that is based solely on practising the same mathematics with the same procedures that have already failed them, continuing to teach them in just the same old way, that intervention is not likely to be successful. The intervention has to be cognisant of the way the learner learns. This chapter is about how learners think and the approaches they use for solving problems. It includes a diagnostic assessment of thinking (or cognitive) style.
