In the field of mathematics difficulties, there is an often-noted lack of researches. The present study rninvestigated the effect of concrete fading numerical intervention utilizing gabatâ€˜a on early numericalrnachievement and early mathematics motivation of primary school students with MD. Gabatâ€˜a, the rnEthiopian indigenous math game, has six holes, two storages, and stones/beads for playing in pair.In rnthe present study, it was organized for dual purposes: for instruction and game. Children with MD rnexhibit multifaceted problems in comparison with their counter parts. These lead them to have long term educational problems. At 3 sites, 72 students with MD were screened using BANUCA and other rnscreening tools. A method of quantitative experimental research utilizing pretest-posttest control group rndesign was used in tandem with MANCOVA to analyze the data. The design used stratified rnrandomization, taking gender, difficulty type, prior mathematics knowledge as a strata and then rnrandomly allocated into: Experiment 1 entailed two groups, CIGO and control group; and experiment rn2 involved three groups, AIGG, AIGO, and control group. The interventions occurred in total for 18 rnweek, 3 sessions per week and 45â€“60 min per session. Then, a MANCOVA result shows that students rnwith MD in both experiments exhibited significantly higher performance than control group on rncounting and number concept achievement, arithmetic achievement, and early mathematics rnmotivation. However, students with MD in AIGG condition did not show significant performances rnthan that of AIGO condition. In addition, the findings indicated that mostly gender, difficulty type, and rnprior mathematics knowledge did not play significant roles in achievement and early mathematics rnmotivation. With respect to correlational results, within the addition and subtraction constructs, the rncorrelation was highest, similar results were found in cross correlation as well. The multiple rnregression findings indicated that addition had a unique significant contribution for subtraction than rncounting. Moreover, a canonical correlation shows that early mathematics motivation positively rninfluenced achievement of counting and number concept, but not for arithmetic. To recap, the CRArnsequence utilizing gabatâ€˜a is effective in teaching early numeral interventions for students who rnstruggle in mathematics. This pattern of instructional intervention could be, robust techniques of rncounting and number concept and arithmetic teaching in the future, which integrated with classroom rnactivities if teachers want to increase studentsâ€˜ early numerical performance and early mathematics rnmotivation. Practical implications, limitation of the study, and suggestions for future research in this rnarea are provided.