The present study was designed to determine if children with learning disabilities in mathematics could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities in mathematics were selected for the study. Prior to the intervention, these students employed a combination of count-all and count-on strategies when solving addition problems and relied on concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention. The experiment consisted of a teaching phase where students learned to count the dots on numbers 1 to 9 in a specified pattern, and an intervention phase where students progressed through nine levels of addition problems. Results indicate that the three subjects were able to learn and apply the dot-notation method successfully, and to retain the method from one-and-a-half to four-and-a-half months after completing instruction.

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A sample of 60 kindergarten and grade 1 children was administered conservation of number tasks. The effects of three variables on conservation of number were measured (familiarity the degree of familiarity of the materials; orderthe order of presentation of the materials; attachmentthe nature of the relationship between the two rows of materials used in conservation of number tasks). Of these three variables, only familiarity was significant. Children appear to find conservation of number easier when tested with materials familiar to them as compared to unfamiliar materials.

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