| Summary: | Students with learning difficulties in the area of mathematics often show a weak fundamental number sense, which can impact their abilities to reach their learning objectives in mathematics, if they are not given the appropriate support to develop to their full potential with consideration taken to their special needs. The focus of this study was to highlight how support teachers and specialists map these students fundamental number sense, as well as show how the additional support teaching is made out and individually developed. The research has been qualitative using semistructured interviews. The interviews were done in depth with five practicing specialist teachers, who all had different educational backgrounds and experience, but who were all specialists in teaching children with difficulties in the area of mathematics. The conclusions of the study shows that the persons interviewed was only able to some extent define some parts of the concept of number sense, but felt that it had a great significance for the students future learning process. In addition, the research also shows that the special teacher’s approach is largely depending on their own knowledge and competence, which can be seen as problematic since they may, as shown, not be able to define the relevant areas in number sense. In which way the interviewed persons work with these students is different in many ways and the importance of coordination and collaboration amongst the specialist teachers is of great importance in many aspects.
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