Children who struggle with the decimal system, who operate with the basic arithmetic operations at best mechanically and without any understanding, and who cannot solve word problems, are commonly referred to as dyscalculic according to prevailing criteria. This raises the question: Is the issue with the child who has a learning difficulty, or is the failure in mathematics due to the teaching methods? The author, an experienced mathematics teacher herself, firmly believes that schools play a key role in preventing learning difficulties in mathematics. She demonstrates that there are effective strategies and viable paths to proactively address dyscalculia. It is important to sharpen the mathematical perspective of teachers. She details what aspects must be emphasized for mathematics instruction to be successful and points out thought processes that are often missing in conventional textbooks.