Learning disabled (LD) adolescents often approach mathematics based on years of frustration and failure. Typical problems in mathematics for the LD student include reversals and transpositions, spatial disorganization on ruled or unruled paper, memorization difficulties, and confusion of concepts relating to reversibility and sequential operational steps. Teaching and learning are enhanced if certain assumptions (such as the importance of recognizing patterns and the need to provide a sequence and structure that help the student recognize and organize patterns) are made. Teaching strategies should avoid repeating the unproductive approaches the student has already been exposed to. Some of the teaching strategies that may help are: providing a reference chart for facts still not learned, using the chart to identify mathematical patterns, and encouraging the child to "draw it out" when he cannot manipulate symbols alone. (DB)