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Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research ondoi:10.1007/s007870070006 pmid:11138901 fatcat:7vdu3lhbsrfqpdfgpa3p3lfuye