The present study was designed to determine if children with learning disabilities in mathematics could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities in mathematics were selected for the study. Prior to the intervention, these students employed a combination of count-all and count-on strategies when solving addition problems and relied on concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention. The experiment consisted of a teaching phase where students learned to count the dots on numbers 1 to 9 in a specified pattern, and an intervention phase where students progressed through nine levels of addition problems. Results indicate that the three subjects were able to learn and apply the dot-notation method successfully, and to retain the method from one-and-a-half to four-and-a-half months after completing instruction.