What most damages early arithmetic is a child learning the symbol as a ritual before understanding the quantity. In Ihsib, addition at its first level carries no operator at all: two quantities meet and the result is counted; then the sentence appears alongside its quantity; then the symbol alone, with the quantity available on request.
A parent panel reads the child's real record and states what they can do and what needs consolidating, in the curriculum's own words — not an abstract score.
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