Math is one of the core subjects in primary school. In the first educational period students should, among other abilities, acquire automaticity of multiplication facts and the ability to solve various mathematical textual tasks and problems, but many students have learning disabilities and experience serious struggle when studying math. TIMSS 2015 research results showed that mathematical knowledge among general population of students is on the rise, but at the same time analysis of NPZ test in math showed that students with specific learning disabilities in still deviate from the mean mathematical knowledge of their peers despite adjustments. In theoretical part of this work, we present the significance of mathematics, declarative, conceptual, problematic and procedural mathematical knowledge, international and national research in the field of mathematical knowledge, learning difficulties associated with math, multiplication table, how to solve mathematical textual tasks and problems, work organization and planning, collaboration with parents and cognitive-behavioural approach. Our main goal in the research was to formulate, implement in collaboration with parents and evaluate the training of automaticity of multiplication facts, solving mathematical textual tasks, training of work organization, and planning, all based on the observed special needs of the student with learning disabilities in math. In the experimental section, we used qualitative research approach. We implemented case study with a fourth grade primary school student who was included in an adjusted educational program and additional technical examination, as a student with mathematical learning disabilities. His class teacher, special and rehabilitation pedagogue and parents also took part in the study. We had meetings with the student twice a week at his school and a weekly meet with his special and rehabilitation pedagogue, class teacher and parents. Working with parents was an important part of this thesis, because they performed exercises from Priročnik za izvedbo treninga avtomatizacije poštevanke z vedenjsko-kognitivno metodo with the student at home, per our instructions. For this research, we also prepared a manual with strategies for organizing and planning work at home. Prior to implement the designed training program and after its completion, we performed diagnostic evaluation of student's mathematical knowledge and ability, using four informal tests and pool questionnaires. We observed progress after training in all three areas – student's automaticity of multiplication facts improved, he obtained the process of solving mathematical textual tasks and improved his work planning and organization skills. His parents, class teacher and special and rehabilitation pedagogue also noticed progress in the student as the number of errors he made decreased, his relationship with math improved and he was more motivated to succeed.
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