From the author: using a specific example, I described the work of a neuropsychologist to correct counting difficulties Given by: boy P., 8 years old, 2nd grade. There are many complaints, let's focus on one - the child has difficulty solving examples, even within one dozen. After neuropsychological diagnostics, it became clear that these difficulties are associated, first of all, with the spatial factor. Correction plan: We worked on the feeling of oneself in space - we began from the marking of the left hand (they put on the watch and said that you need to remember that the watch is on your left hand). In a playful way they taught where the right and left leg, ear, and eye are. We were taught to understand what is to the left and right of the child. By the way, so that the child would no longer put the left shoe on his right foot, on the left shoe, slightly inside, the mother wrote the letter L. Knowing that the watch is on the Left hand, and having learned that the left foot is in the same place as the left hand, the child will never again I confused my shoes. Because... the child’s understanding of prepositions suffered (especially in speech - he practically did not use them), then we worked on all the prepositions through the sensations of himself in space - asked him to sit ON a chair, climb UNDER a chair, UNDER the carpet and ON the carpet, sit IN the closet, etc. For Prepositions were depicted graphically for greater clarity. We worked on the sphere of space on objects. They placed the fox to the right of the squirrel, in front of the dog, etc. We worked out a sphere of space on a sheet of paper. They drew various figures in the upper left corner, in the lower right. We worked on prepositions in pictures, using graphic images of prepositions. We worked with patterns from cubes according to the Nikitin system (we used the “fold the pattern” technique). We performed various tasks aimed at developing the spatial sphere, incl. drew an office plan, a room plan, routes, made drawings with a 180-degree rotation, wrote in mirrors, played naval battle, didactic games such as “green meadows” or “color code”. We worked through the concept of a row through rows such as - days of the week, seasons, months. Since these sequences also belong to the spatial sphere, we had to dwell on this in detail. In one of the following articles I will tell you how we managed to help the child remember these series. We worked on the number series from 1 to 10 and from 10 to 20 in forward and reverse order. We used tasks from the “School of Attention” by Akhutina and Pylaeva. Having worked on the foundation, i.e. spatial sphere, we moved directly to examples, which began to be solved much easier on a correctly constructed foundation. We worked on the composition of numbers in a playful way and on various objects. We used pictures on which examples were “drawn”: five candies and 2 wrappers next to them (example: 7 – 2). Examples were selected for the pictures, and pictures for the examples. Since everything took place in the form of a game, the child learned everything easily. Although at first it was difficult to bring candy and unwrap it)) They began to solve the examples themselves, but to increase motivation, a token system was used - with each correct answer the child received a token and at the end of the lesson the tokens were exchanged for some kind of game or encouragement from the mother. Thus, the child was interested in the correct decision, which greatly helped us in our work. In addition to the spatial sphere, the child’s attention, self-regulation function, and programming of his own activities suffered; he often gave answers impulsively, so in parallel, work was carried out to overcome impulsiveness and improve attention functions. Several more of my own methods, which I did not describe here, gave very good results , because they have not yet been published. As you can see, if a child cannot solve examples, it is not because he is stupid or does not study enough. Perhaps he has not formed certain areas of the brain. The spatial sphere is not always violated. The reason for your child’s counting difficulties can only be determined.