WE ASKED TEACHERS: DO YOU KNOW WHAT DYSCALCULIA IS?
This study aims to determine the knowledge levels of primary school, mathematics, special education, and Psychological Counseling & Guidance (PCG) teachers on Dyscalculia. A descriptive survey model was used for the research. Four hundred eighty-nine teachers were selected for the study, including 254 primary school teachers, 130 high school math teachers, 53 psychologists, 28 special educators, and 24 secondary school math teachers. A survey form devised by Dias, Pereira, and Van Borsel (2013) during the research, including 18 questions, 2 of which were open-ended and 16 closed-ended, was used. The obtained data reveal that most participating teachers do not have adequate knowledge and experience on the meaning, effects, root causes of dyscalculia, and intervention strategies for dyscalculic children.
Keywords: Dyscalculia, math learning difficulties, dyscalculia awareness.
Agostini, F., Zoccolotti, P., & Casagrande, M. (2022). Domain-general cognitive skills in children with mathematical difficulties and dyscalculia: A systematic review of the literature. Brain Sciences, 12(2), 239.
Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive consequences. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition (p. 315–327). New York, NY: Psychology Press.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders, DSM-5. (5th ed.). Washington, D. C.: American Psychiatric Association.
Butterworth, B. (2005). Developmental dyscalculia. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition. (p.455-468). New York: Psychology Press.
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. Science, 332(6033), 1049-1053.
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.
Dias, M. D. A. H., Pereira, M. M. D. B., & Van Borsel, J. (2013). Assessment of the awareness of dyscalculia among educators. Audiology-Communication Research, 18(2), 93-100.
Fu, S. H., & Chin, K. E. (2017). An online survey research regarding awareness of dyscalculia among educators in sandakan district, sabah. International Journal of Academic Research in Progressive Education and Development, 6(2). 1-10.
Galitskaya, V., & Drigas, A. (2021). The importance of working memory in children with dyscalculia and ageometria. Scientific Electronic Archives, 14(10). 64-68.
Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological and genetic components. Learning and Individual Differences, 20(2), 130–133.
Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of experimental child psychology, 88(2), 121-151.
Gifford, S., & Rockliffe, F. (2012). Mathematics difficulties: Does one approach fit all? Research in Mathematics Education, 14(1), 1-15.
Gross‐Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine and Child Neurology, 38(1), 25-33.
Henderson, A. (2013). Dyslexia, dyscalculia, and mathematics: A practical guide. London: Routledge.
İslamoğlu, A. H., & Alnıaçık, Ü. (2019). Sosyal bilimlerde araştırma yöntemleri [Research methods in social sciences]. İstanbul: Beta Publishing.
Karadeniz, M. H. (2013). Diskalkuli yaşayan öğrencilere ilişkin öğretmen görüşlerinin değerlendirilmesi [Evaluation of teachers' views on students with dyscalculia]. Education Sciences, 8(2), 193-208.
Kamala, R., & Ramganesh, E. (2013). Knowledge of specific learning disabilities among teacher educators in Puducherry, union territory in India. International Review of Social Sciences and Humanities, 6(1), 168-175.
Karasar, N. (2016). Bilimsel araştırma yöntemi: Kavramlar, ilkeler ve teknikler [Scientific research method: concepts, principles and techniques]. Ankara: Nobel Publishing.
Karasakal, M. (2019). Promoting primary school teachers’ awareness of dyscalculia (Unpublished doctoral dissertation). Bilkent University.
Kuruyer, H. G., Çakıroğlu, A., & Özsoy, G. (2019). Determination of pedagogical awareness and instructional perspectives of primary school pre-service teachers on reading and mathematics difficulties. Kastamonu Education Journal, 27(4), 1659-1678.
Iuculano, T. (2016). Neurocognitive accounts of developmental dyscalculia and its remediation. In Progress in brain research (227), 305-333.
Mutlu, Y., & Soylu, F. (2018). Eğitsel sinirbilim ve bedenlenmiş biliş perspektifinden matematik öğrenme güçlüğü yaşayan öğrencilerde parmakla sayma. In Eğitim bilimlerinde örnek araştırmalar [Exemplary researches in educational sciences]. Ankara: Nobel.
Mutlu, Y., Akgün, L., & Akkuşci, Y. E. (2020). What do teachers think about finger-counting? International Journal of Curriculum and Instruction, 12(1), 268-288.
Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. L. J., & Burton, M. E. (2019). Using the concrete–representational–abstract sequence to teach conceptual understanding of basic multiplication and division. Learning Disability Quarterly, 42(1), 32-45.
Nurkan, M. A., & Yazıcı, E. (2020). Matematik öğretmenlerinin matematik öğrenme güçlüğü (diskalkuli) farkındalıklarının belirlenmesine ilişkin bir durum çalışması [A case study on determining mathematics teachers' mathematical learning disability (dyscalculia) awareness]. Journal of Contemporary Administrative Sciences (JCAS), 7(1), 95-109.
Olkun, S., Mutlu, Y., & Sarı, M. H. (2017). The relationships between number sense and mathematics achievement. In International Conference on Education and New Developments (p. 24-26).
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53, 145-164. doi:10.1080/00461520.2018.1447384.
Saravanabhavan, S., & Saravanabhavan, R. C. (2010). Knowledge of learning disability among pre-and in-service teachers in India. International Journal of Special Education, 25(3), 132-138.
Sezer, S., & Akın, A. (2011). 6-14 Yaş arası öğrencilerde görülen matematik öğrenme bozukluğuna ilişkin öğretmen görüşleri [Teachers' views on mathematical learning disorder in students aged 6-14]. Elementary Education Online, 10(2), 757-775.
Sharma, M. C. (2015). Numbersense: a window into dyscalculia and other mathematics difficulties. The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (p. 277-291). Routledge.
Shukla, P., & Agrawal, G. (2015). Awareness of learning disabilities among teachers of primary schools. Online Journal of Multidisciplinary Research, 1(1), 33-8.
Sousa, P., Dias, P. C., & Cadime, I. (2017). Predictors of primary school teachers’ knowledge about developmental dyscalculia. European Journal of Special Needs Education, 32(2), 204-220.
Tennant, L. J., & R. F. Tennant. (2010). Dyscalculia: More than mathematics phobia. Middle East Educator 14, 46–49.
Tobia, V., Rinaldi, L., & Marzocchi, G. M. (2018). Time processing impairments in preschoolers at risk of developing difficulties in mathematics. Developmental Science, 21(2), e12526.
World Health Organization (WHO). (2011). WHO classifications f81.2 specific disorder of arithmetic skills. Retrieved June 9, 2011, from http://who.int/classifications/icd/en/ bluebook.pdf
Copyright (c) 2022 International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and permissions
The manuscripts submitted to International Online Journal of Primary Education (IOJPE) for publication should be original studies that were not published before or not submitted to anywhere else for publication.
Authors who submit their manuscript to International Online Journal of Primary Education (IOJPE) should acknowledge that they agree to transfer the copyright of their studies to IOJPE. All Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
All articles published in International Online Journal of Primary Education (IOJPE) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).
Any further distribution or use of content published under CC BY 4.0 must contain the author(s) and the published article’s title, and journal citation. All articles published in IOJPE under a CC BY License may be used for Text and Data Mining purposes, subject to the conditions of the CC BY License terms. The license allows for commercial use. IOJPE allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
The journal’s objective is to disseminate articles published are free. Under the Creative Commons license (CC BY 4.00), the journal allows the user to permits unrestricted use, distribution, and reproduction in any medium, and even use the publication for commercial activities, provided that the original work is properly cited.
Open access is an approach that eases the interdisciplinary communication and encourages cooperation among different disciplines. IOJPE, therefore, contributes to its own field by providing more access to its articles and a more transparent review process.