Mathematics is becoming increasingly more important for the growth and development of every society. At the same time, many Jamaicans express disquiet about students' performance in mathematics, and the extent to which they acquire the mathematical skills needed to function, according to Drucker (1997), as "knowledge workers" and productive citizens. In response, classroom teachers at the secondary level argue that they do not have enough resources to teach mathematics effectively, to achieve the goals and objectives of the curriculum.

It is hypothesised that children with dyscalculia suffer from a number sense deficiency which hinders their ability to acquire simple arithmetic skills such as addition and subtraction. Given that these skills should be developed at an early age, this disorder prevents affected children from entering mainstream classrooms. This paper presents the results of a study of 30 students aged 4-6 with dyscalculia who used mathematics digital games to practice addition and subtraction. Significant improvements were reported in posttest scores for both addition and subtraction.