Thanks RF, I was hoping you might be around. There are lots of issues, and I fear some of them are very simplistic indeed, so your approach might work. I think somehow, she has missed a lot of the basics, because her teachers and ourselves have taken her understanding for granted, and that is why maths seems so "unnatural" to her. For example, last night, we were looking at simplifying equations - it was something quite simple along the lines of " ? x + ? = ? + ? x". She just couldn't get it, and I understand that because at her age I didn't get it either. So I asked her if she understood that these were 2 separate things which had to be figured out, and that the first part, although it contained different numbers and operations, would give the same answer as the second part. I suggested that she substitute the = sign, for the words "the same as". Her response knocked me for six. She said that it was the first time she had realised, that = meant "the same as". She said that she could see for the first time that "9 + 3 is the same as 12", and now it was so much more clear. That seems such a fundamental thing. All this time, she has known that 9 + 3 = 12, but she had only ever seen it as a sum, if you like, and never made the connection, that when you add the two numbers together, the answer is the same as 12. I am not explaining it very well, but it was a real "eureka!" moment for her. I wonder how many other things does she not really get the meaning of, and if that is part of the reason that maths seems so insurmountable to her. Bethannie, thank you. Something we have been talking to her a lot about recently, is trying to accept that although she is like all her peers, in so many way, there are certain things about Asperger's Syndrome, which are individual to her, and she needs to learn to recognise how her Apsergers affects her. We have told her that everyone has unique difficulties, Aspergers or not, but that it is important for her to learn about hers. I think part of the problem was that she didn't know how to get across to the teacher that she was feeling the way she was, and I think this is something we need to deal with for tomorrow and the future. She needs to know exactly what to do, so that there is no doubt in her mind about how she can escape from the situation, even if only to gather ther thoughts. They are not supposed to have phones in school, during exam week, but I am sure we can work something out, even if it means handing the phone into reception for the duration of her exams. The recptionist is fantastic, and she is actually going to email the SENCO tonight, so that she is fully aware in the morning, and can put something in place first thing. The relationship between the TA and her, is not as good as we hoped, and this is a lot to do with my daughter, tbh. She just doesn't want to have a TA at all, and the fact that her TA is not always very subtle in her approach is making things worse. The other problem is that they have to sit beside a boy from a different year group for the tests, and they are in the same room as them for the whole day, in fact the whole week. There is a smell in the room she doesn't like. I suppose during the exams she has been confident in, all this hasn't mattered, but when she became stressed today, it all became too much for her. In any case, I am straying from the maths problem. I do really feel though, that the maths problem is something we really need to sort sooner rather than later. She can do a lot of the maths, but she just absolutely hates the subject, and sees herself as being useless at it. Incidentally her use of maths in every day life, where she doesn't realise it is maths, is very good.