Development of Dyscalculia (Difficulty in Learning Mathematics) Parent Identification Scale

Öz

The aim of this study is to develop a valid and reliable parent-report screening scale, based on parents’ daily observations, to identify the risk of dyscalculia in primary school–aged children at an early stage. Mathematics learning disabilities are a significant condition with negative effects on students' academic achievement and daily life skills. However, the lack of a valid and reliable instrument to assess parental awareness of dyscalculia provided the motivation for this study. Accordingly, the scale was developed to address this gap in the field and was tested using data collected from 741 parents selected through convenience sampling. Participants were selected from low- and middle-socioeconomic backgrounds. Exploratory and confirmatory factor analyses were performed to determine the construct validity of the scale. Exploratory factor analysis revealed that the scale consists of 17 items and three subscales: academic achievement, daily living skills, and attitude-anxiety. Confirmatory factor analysis conducted with an independent sample indicated that the three-factor structure of the scale demonstrated acceptable model-fit indices (χ²/df = 2.167, CFI = 0.966, RMSEA = 0.040). The internal consistency coefficient of the scale (Cronbach's α = 0.83) was found to be high, and the item-total correlation coefficients were statistically significant. These findings demonstrate that the developed scale is a psychometrically valid and reliable measurement tool. The scale can effectively identify mathematics learning difficulties in primary school students and may assist both parents and educators in raising awareness of dyscalculia. It is expected that the scale will contribute to early identification efforts when used by educators and experts and will increase parental awareness. Furthermore, it is recommended that the scale be validated with different sample groups to inform educational practice and policy.

Anahtar Kelimeler

• Dyscalculia
• Mathematics Learning Disability
• Parent Identification Scale

Etik Beyan

All the rules specified in the ‘Directive on Scientific Research and Publication Ethics of Higher Education Institutions’ were complied with in the whole process from planning, implementation, data collection to data analysis of this research. None of the actions specified under the second section of the Directive, ‘Actions Contrary to Scientific Research and Publication Ethics’, have been carried out. In the writing process of this research, scientific, ethical and citation rules were followed; no falsification was made on the collected data. Ethical approval dated 07.03.2025 and numbered E-72321963-050.04-401591 12.03.2025 was obtained from Kahramanmaraş Sütçü İmam University Social and Human Sciences Ethics Committee for the research.

Diskalkuli (Matematik Öğrenme Güçlüğü) Veli Tanılama Ölçeği

Öz

Bu çalışmanın amacı, ilkokul çağındaki çocuklarda diskalkuli riskini erken dönemde belirlemeye yönelik, velilerin günlük gözlemlerine dayanarak kullanabilecekleri geçerli ve güvenilir bir tarama ölçeği geliştirmeyi amaçlamaktadır. Matematik öğrenme güçlüğü, öğrencilerin akademik başarısını ve günlük yaşam becerilerini olumsuz etkileyen önemli bir durumdur. Ancak, velilerin diskalkuli farkındalığını ölçmeye yönelik geçerli ve güvenilir bir ölçeğin eksikliği bu çalışmaya ilham olmuştur. Alandaki bu eksikliği gidermek amacıyla geliştirilen ölçek, 741 öğrenci velisinden uygun örnekleme yöntemiyle toplanan veriler üzerinden test edilmiştir. Katılımcılar düşük ve orta sosyo-ekonomik düzeylerden seçilmiştir. Ölçeğin yapı geçerliğini belirlemek amacıyla açımlayıcı faktör analizi ve doğrulayıcı faktör analizi uygulanmıştır. Açımlayıcı faktör analizi sonuçları, ölçeğin akademik başarı, günlük yaşam becerileri ve tutum-kaygı olmak üzere üç alt boyut ve 17 maddeden oluştuğunu göstermiştir. Ayrı bir örneklem ile yapılan doğrulayıcı faktör analizi ise, ölçeğin üç faktörlü yapısının model uyum değerlerinin kabul edilebilir düzeyde olduğunu ortaya koymuştur (χ²/df= 2,167, CFI= 0,966, RMSEA= 0,040). Ölçeğin iç tutarlılık katsayısı (Cronbach's α=0,83) yüksek bulunmuş ve madde-toplam korelasyonlarının istatistiksel olarak anlamlı olduğu belirlenmiştir. Bu bulgular, geliştirilen ölçeğin psikometrik açıdan güvenilir ve geçerli bir ölçüm aracı olduğunu göstermektedir. Geliştirilen ölçek, ilkokul öğrenci velilerinin öğrencilerin matematik öğrenme güçlüğü yaşayıp yaşamadıkları konusundaki durumlarını değerlendirmede etkili bir araç olarak görülebilir. Eğitimciler ve uzmanlar tarafından kullanılarak sürece katkı sunması ve velilere yönelik bilinçlendirme çalışmalarına rehberlik etmesi beklenmektedir. Ayrıca, ölçeğin farklı örneklem gruplarıyla test edilmesi ve eğitim politikalarına yön verebilecek şekilde geliştirilmesi önerilmektedir.

Anahtar Kelimeler

• Diskalkuli
• Matematik Öğrenme Güçlüğü
• Veli Tanılama Ölçeği

Etik Beyan

Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu araştırmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamıştır. Araştırma için Kahramanmaraş Sütçü İmam Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu'ndan 07.03.2025 tarih ve E-72321963-050.04-401591 12.03.2025 sayılı etik onay alınmıştır.

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