Catering adequately for students who struggle in mathematics is a huge issue for primary school
teachers. In any primary (elementary) school classroom it can be expected that there is a range of
ability levels spanning 7 years of development (Cockroft, 1982). There is an expectation that the
teacher will effectively cater for all of the students in the class at their varying levels. This
expectation is a cause for concern as many students in normal classrooms are identified as requiring
extra assistance in mathematics.   ---Conference held: Mumbai, India : Homi Bhabha Centre for Science Education, February 12-15, 2007