This text investigates the cognitive and pedagogical barriers that prevent students from achieving proficiency in arithmetic. The authors, F. Eleanor Schonell and Fred J. Schonell, utilize their extensive backgrounds in educational psychology to analyze common errors in mathematical reasoning. They propose a structured framework for diagnosing specific learning difficulties and implementing targeted remedial strategies to improve student performance.

Experts in the field of educational psychology recognize this work as a foundational text for understanding the mechanics of arithmetic instruction. Readers frequently note the academic density of the prose, which serves as a comprehensive manual for educators seeking to address specific learning gaps in the classroom.