An Overview of Dyscalculia from the Perspective of Mathematics Teachers

Year 2024, , 551 - 567, 30.08.2024

Büşra Korkmaz Tuğba Yulet Yilmaz , Elif Ertem Akbaş

https://doi.org/10.18506/anemon.1461958

Abstract

This study was conducted using the phenomenological research design to examine mathematics teachers’ common experiences who were aware of dyscalculia and who thought they had students with dyscalculia diagnosed with learning disabilities.The study also aimed to reveal the common perception. The participants were seven elementary mathematics teachers from public schools in the provinces Van and Urfa. Ethical permission was obtained from the Scientific Ethical Evaluation Committee of the Dean of the Faculty of Education of Yüzüncü Yıl University on: 24.03.2024 with the number: 21788. Semi-structured interview was used, supported by video and audio recordings. The data were analyzed using descriptive and content analyses. Reflecting on their experiences, the teachers said students with dyscalculia were mostly introverted and asocial and they had problems in many areas of mathematics like performing four operations, rhythmic counting, multiplication tables, reading clock and expressing place and direction. As the most appropriate teaching approach to be applied to students with dyscalculia, the teachers mentioned demonstrating and teaching how to do, teaching mathematics through games, individualized teaching, associating with daily life, applying activity-based and technology-supported teaching approaches. Moreover, the teachers reported they needed family and expert support regarding the interventions for the development of children's mathematical skills.

Keywords

Dyscalculia, Mathematics learning disability, Mathematics teachers

An Overview of Dyscalculia from the Perspective of Mathematics Teachers

Abstract

This study was conducted using the phenomenological research design to examine mathematics teachers’ common experiences who were aware of dyscalculia and who thought they had students with dyscalculia diagnosed with learning disabilities.The study also aimed to reveal the common perception. The participants were seven elementary mathematics teachers from public schools in the provinces Van and Urfa. Ethical permission was obtained from the Scientific Ethical Evaluation Committee of the Dean of the Faculty of Education of Yüzüncü Yıl University on: 24.03.2024 with the number: 21788. Semi-structured interview was used, supported by video and audio recordings. The data were analyzed using descriptive and content analyses. Reflecting on their experiences, the teachers said students with dyscalculia were mostly introverted and asocial and they had problems in many areas of mathematics like performing four operations, rhythmic counting, multiplication tables, reading clock and expressing place and direction. As the most appropriate teaching approach to be applied to students with dyscalculia, the teachers mentioned demonstrating and teaching how to do, teaching mathematics through games, individualized teaching, associating with daily life, applying activity-based and technology-supported teaching approaches. Moreover, the teachers reported they needed family and expert support regarding the interventions for the development of children's mathematical skills

Keywords

Dyscalculia, Mathematics learning disability, Mathematics teachers

References

• American Psychiatric Association [APA]. (2013). What is specific learning disorder? https://www.psychiatry.org/Patients-Families/Specific-Learning-Disorder/What-Is-Specific-Learning-Disorder accessed on 7 May 2023.
• Atıcı, R. (2014). Kaynaştırma öğrencilerinin okul hayatında yaşadığı zorluklar. Turkish Studies, 9(5), 279-29. http://dx.doi.org/10.7827/TurkishStudies.6936
• Baldemir, B., İç, Ü., & Tutak, T. (2022). İlköğretim matematik öğretmen adaylarının diskalkuliye ilişkin görüşleri. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 485-505. https://doi.org/10.17240/aibuefd.2022..-998739
• Bugden, S., & Ansari, D. (2015). How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? In Chin, S. (Ed.) Routledge International Handbook for Dyscalculia and Mathematical Learning Difficulties. (18-43). London and New York, Routledge.
• Chideridou–Mandari, A., Padeliadu, S., Karamatsouki, A., Sandravelis, A., & Karagiannidis, C. (2016). Secondary mathematics teachers: What they know and don't know about dyscalculia. International Journal of Learning, Teaching and Educational Research, 15(9), 84-98.
• Chung P. J., Patel D. R., & Nizami I. (2020). Disorder of written expression and dysgraphia: Definition, diagnosis, and management. Translational Pediatrics, 9(S1), 46-54. http://dx.doi.org/10.21037/tp.2019.11.01
• Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal Kitabevi.
• Devisri, K., & Tharani, S. (2021). An effect of mathematical intervention strategies for dyscalculia students. Journal of Language and Linguistic Studies, 17(4), 3496-3500.
• Eteng-Uket, S., Vivian C., & Amaechi, U. (2023). Differential ınfluence of demographic variables on dyscalculia dimensions. International Journal of Educational Spectrum (IJES), 5(2), 146-166. https://doi.org/10.47806/ijesacademic.1294709
• Gallego-Ortega, J. L., & Rodríguez-Fuentes, A. (2021). Teaching attitudes towards students with disabilities. Mathematics, 9(16), 1637. http://dx.doi.org/10.3390/math9141637
• Geary, D. C. (2003). Learning disabilities in arithmetic: problem-solving differences and cognitive deficits reprinted from handbook of learning disabilities. In H. Lee Swanson, Karen R. Harris & Steve Graham (Eds). Handbook of Learning Disabilities. The Guilford Press.
• Glynis, H. (2013). Dyscalculia: action plans for successful learning in mathematics. Routledge.
• Güleryüz, Ş. O. (2009). Kaynaştırma eğitimine devam eden engelli öğrencilerin akranları ile ilişkilerinde karşılaştıkları sorunların değerlendirilmesi. (Unpublished master's thesis). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
• Haberstroh, S., & Schulte-Körne, G. (2019). The diagnosis and treatment of dyscalculia. Deutsches Ärzteblatt International, 116(7), 107-114. https://doi.org/10.3238/arztebl.2019.0107
• Hacısalihoğlu-Karadeniz, M. (2013). Diskalkuli yaşayan öğrencilere ilişkin öğretmen görüşlerinin değerlendirilmesi. Education Sciences, 8(2), 193-208. http://dx.doi.org/10.12739/NWSA.2013.8.2.1C0580
• Hornigold, J. (2015). Dyscalculia Pocketbook 2015. Teachers' Pocketbooks. Individuals with Disabilities Education Improvement Act of 2004 [IDEA]. (2004). Pub.L. No. 108- 446, § 614, 118 Stat. 2706.
• Kaufmann, L., Nuerk, H. C., Basar-Eroglu, C., & Streb, J. (2003). Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: A pilot study. Journal for Educational Research Online, 5(2), 185-201. http://dx.doi.org/10.1177/00222194030360060701
• Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7(3), 164-177.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
• Moll K., Landerl K., Snowling M. J., & Schulte-Körne G. (2019). Understanding comorbidity of learning disorders: Task-dependent estimates of prevalence. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(3), 286-294. http://dx.doi.org/10.1111/jcpp.12965
• Mutlu, Y. (2019). Math Anxiety in Students with and without Math Learning Difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475. http://dx.doi.org/10.26822/iejee.2019553343
• Mutlu, Y., & Akgün, A. (2017). The effects of computer assisted instruction materials on approximate number skills of students with dyscalculia. The Turkish Online Journal of Educational Technology, 16(2), 119-136.
• Mutlu, Y., Çalışkan, E. F., & Yasul, A. F. (2022). We asked teachers: Do you know what dyscalculia is?. International Online Journal of Primary Education (IOJPE), 11(2), 361-378. https://doi.org/10.55020/iojpe.1067560
• Nagavalli, T. (2015). A study of dyscalculic primary school children in Salem district and evaluation of applicability of innovative strategies as remedial measures. India: Department of Educational Research and Policy Perspectives.
• Nurkan, M. A., & Yazici, E. (2020). Matematik öğretmenlerinin matematik öğrenme güçlüğü (diskalkuli) farkındalıklarının belirlenmesine ilişkin bir durum çalışması. Çağdaş Yönetim Bilimleri Dergisi, 7(1), 95-109.
• Sezer, S., & Akın, A. (2011). Teachers' opinions about dyscalculia seen in the students between the ages of 6-14. Elementary Education Online, 10(2), 757-775.
• Silverman, L.K. (2002). Upside-down brilliance. DeLeon Publishing.
• Turhan, C. (2007). Kaynaştırma uygulaması yapılan ilköğretim okuluna devam eden normal gelişim gösteren öğrencilerin kaynaştırma uygulamasına ilişkin görüşleri. (Unpublished master's thesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
• Williams, A. (2013). A teacher's perspective of dyscalculia: Who counts? An interdisciplinary overview. Australian Journal of Learning Difficulties, 18(1), 1-16. http://dx.doi.org/10.1080/19404158.2012.727840
• Yalçın, H. (2022). Bir araştırma deseni olarak fenomenoloji. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(2), 213-232. https://doi.org/10.18037/ausbd.1227345
• Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
• Zhou, X., & Cheng, D. (2015) ‘When and why numerosity processing is associated with developmental dyscalculia’ In Chin, S. (Ed.) Routledge International Handbook for Dyscalculia and Mathematical Learning Difficulties. London and New York, Routledge (p. 78–89)