You will explore, from a neurocognitive perspective, how young children acquire basic mathematical skills in the elementary years. There will be extended discussion of the three primary ways in which numbers are formatted in the brain and the central role of language to expand upon conceptually ordered number sets. Specific brain pathways that assist in recalling basic math facts, ordering numbers into sets, calculating multiplestep equations and tackling word problems will be critical features of the presentation. You will also examine the relationship between anxiety and mathematical performance, as well as two critical constructs, often overlooked when evaluating students with math difficulty: working memory and executive function. You should expect to come away with a better understanding of math disabilities in children along with some critical assessment techniques for these disabilities and more efficient ways to diagnose and remediate math disorders in children.