We present study findings that depict the natural and fractional number knowledge of one third grade student with learning disabilities (LDs) in seven experimental sessions. We utilize qualitative analysis methods to illustrate how this student evidenced her knowledge of natural number and fractions through her interactions with varied learning situations. We argue the child reverted to pseudo-empirical abstractions and tricks to make sense of the situations as opposed her own reasoning. Providing children interventions that promote procedures and actions may be preventing children from adapting their thinking structures. [For the complete proceedings, see ED606531.]