¶ … Improve Mathematic Performance for Children With Learning Difficulties, and Their Effectiveness One of the basic requirements in life is to have an adequate aptitude in mathematics as this is crucial in carrying out everyday actions which includes drawing up a budget for time and finances, playing with numbers and checking the time. Apart from these, proper knowledge of mathematics helps promote lasting cognitive, workplace, scholastic and body-related well-being and all these combine to boost the economic standing of nations. From previous studies, it has been established that about a fifth of scholars have poor skills with numbers and a range of 4 to 14% have been diagnosed with problems in learning mathematics, with the range due to selected methods of grouping (Furlong et al., 2016). (For this paper, the word 'students' means kids below the age of eighteen who currently attend mathematics classes in a recognized school). With variations due to the mode of research i.e. intervention studies or mathematical cognition, students with these problems are said to be suffering from mathematical disability, mathematical learning disabilities (MLD), mathematical learning difficulties or developmental dyscalculia.

Difficulties in understanding singular or a group of mathematical concepts bordering from simple number operations to more complex algebraic and geometric calculations are common symptoms of MLD. Till today, MLD researches have narrowed their scope to the reasons for problems in understanding the simple parts of mathematics and always leave out the complex parts (Fischer et al., 2013). Some of the simple mathematical skills are arithmetical strength and basic proficiency with numbers. Having problems with solving basic mathematics problems could be due to poor strength in estimating quantity and in the application of the mental calculator; little understanding of the processes involving in counting or favouring ineffective counting processes or even both; problems in mastering the basics of the Base-10 system; challenges in relating analogue measurements, numbers in numerals and in words and finally, problems with applying the results from a calculation to another. Arithmetical strength is the measure of a person's base proficiency in number operations such as multiplication, division, addition and subtraction as well as the person's ability to bring out meaning from word problems.

Statement of the Problem

Severally, students skip maths classes in schools and even a large number of those who don't, do not listen whenever the lecture is on-going. Outside the classroom, it is rare to see a student working on mathematical problems or doing further reading on it. If possible, several students would gladly take the option of distancing themselves from mathematics (Sa'ad, Adamu & Sadiq, 2014). This trend has caused low grades in mathematics assessments. Thus, we can conclude that student-related learning problems are the major factors worsening this condition and the inherent dislike among students for mathematics is the main cause of low grades in its assessments. As a result of this and the importance of mathematics in enhancing better quality of living, we need to implement mechanisms effected by our teachers which aims at increasing the love for the subject, an action which should cause a related improvement in student grades.
Guiding Questions

What are the processes applied by teachers in improving the understanding of mathematics in students who find it difficult to learn?

Are the methods applied by teachers in improving the understanding of mathematics in students who have MLD effective?

Literature review

Providing therapy for students who suffer from MLD is a complicated affair as MLD has several forms with each one different in terms of complexity, symptoms and believed causes, which generally tends to be poorly developed mathematical abilities or could be related to more general factors which affect mathematical strength including class conduct, previous mathematical proficiency, nervousness, poor memory and attention problems (Furlong et al., 2016; Marks, 2014). A large number of researches even until today have focused on the creation and assessment of specialized mathematics training where number operations are taught to students. Some of these trainings include;

1. Specialized mathematics training

2. Mental and interactive training

3. Pharmacological trainings

4. Non-invasive brain stimulation (NIBS) technologies

5. Combined trainings where any a minimum of two of the above trainings are taken together.

With this in mind, it could be helpful to recall, that the…