The primary school education should stress the importance of mathematical abilities among primary school students because it provides basic foundation for all other subjects in the curriculum. Based on the physical, environmental, and personal factors everyone is unique. Dyscalculic Primary School Students have major difficulties in understanding and applying the basics of Mathematics. In this present study the researcher aimed to find out the effectiveness of the Neurocognitive strategies, and how much it influences in enhancing the mathematical Abilities. The investigator has administered experimental method with single group design and purposive sampling technique to collect the (30) samples from the population of 150 Dyscalculic primary school students from Sivagangai District were randomly carefully chosen. The researcher identified the significant enrichment of mathematical Abilities through the intervention of Neurocognitive strategies. The pre-test mathematical abilities mean scores of dyscalculic primary school students are 4.8667 and the post test value is 14.9000. The worked out ‘t’ value is 27.601, thus there exists significant difference between the pre and post test mean scores of mathematical abilities of dyscalculic primary school students at 5% level. This indicates that the mathematical abilities of dyscalculic primary school students are higher in post-test than pre-test. The Neurocognitive strategies directly deal with the cognitive functions of the students to stimulate their brain functionaries and help to understand the basics in mathematics and acquire the problem-solving abilities. The Neurocognitive strategies are considered as most precise strategy for the dyscalculic primary school students.

Mathematical abilities, primary School Students, Dyscalculia, Neurocognitive Strategies