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Students construct simple relationships first and then progress to more complex tasks.
As the student progresses in this ordering of math tasks, the learning of skills and content transfers from each step to the next. More complex cognitive factors are needed as the student progresses from lower level math skills to higher order ones. Unfortunately, many students with learning problems fail to achieve an understanding of basic math facts or develop fluency in using facts. She found that the average percentages of systematic errors in multiplication and division were much higher for exceptional education students compared to nondisabled students. The majority of errors for all students occurred because of a failure to understand the concepts of multiplication and division.