Young students with learning disabilities will be disadvantaged later in their life after completing their studies. The parents, learning institutions, government, students themselves, and other relevant stakeholders ensure that the students acquire knowledge and skills during their studies, which will enable them to live comfortable lives in future (Wehmeyer et al
Despite such beliefs existing in the American society, it has been found that about 6% of school-going children have huge math learning difficulties, and among the children who have been categorized as LD, arithmetic problems are as common as reading problems. This doesn't automatically mean that the children with arithmetic difficulties also have reading problems or vice versa, instead it means that children with math learning difficulties are common in the society and also in need of equal attention and care (Gable, Tonelson, Sheth & Wilson, 2012)
The students may also have a challenge in mastering basic math facts or concepts. Many LD students have difficulty memorizing fundamental number facts in all four essential math operations (Garnett, 1998), in spite of enough understanding and effort directed at attempting to do so
Having a set of answers available and also finding it in the same place every time can help with memorization. Deleting a number fact that is memorized can help to cut overdependence on the facts card, motivating the student to learn other facts (Vesel & Robillard, 2013)
To add some excitement into the intervention, a few of the problems could be answered incorrectly so that the students can point them out. Each of these interventions helps to develop a frame of mind that enables the students to link their informal knowledge base with symbolic notations, while simultaneously attaching the proper language variations (Vig, Murray & Star, 2014)