This paper reviews the theme of representation of numerical additive facts in the long-term memory of students with learning disorders. These concepts have been addressed in the literature recently, and the discussion aims to offer education professionals the opportunity to review practices related to teaching the basic facts. This is a comprehensive review of the literature on the subject. This review indicates that children with learning problems in mathematics are distinguished from their peers who have no difficulties in two well-defined academic skills: counting procedures tend to be evolutionarily more immature than those of their peers, and immature or atypical development of access or storage of numerical facts in memory seems to underlie this immature use. We conclude by suggesting stimulation of such skills to avoid increasing such difficulties.
Learning Disorder; Numerical Facts; Math Education
