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Competence with fractions is foundational to acquire more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Difficulties exhibited in fractions prevent the child from enjoying the world of numbers. Thus in the present study the authors try to know the percentage of children with mathematical Disabilities of Grade VI and VII exhibiting difficulties in various criterion measures pertaining to Fraction. These participants were considered as Masters, Partial Achievers and Non-Masters based on the different criterion measures. The Major findings are discussed in the article.
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