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The article explains the different type of errors committed and difficulties exhibited by Children with Mathematical Disability (CwMD). The authors made an attempt to know different type of errors committed and difficulties exhibited by the participants while doing the addition of fractions. The study aims in developing the remedial instructional programme for CwMD in fractions related to (addition of fractions). The effectiveness of the programme has been studied and results indicated that the intervention provided was effective in improving the performance of participants from pre-test to post-test. The study has implications for teaching multiplication of fractions in inclusive schools.
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