An Online Survey Research Regarding Awareness of Dyscalculia among Educators in Sandakan District, Sabah

Fu, Sai Hoe; Chin, Kin Eng

doi:10.6007/ijarped/v6-i2/2891

Cited by 9 publications

(6 citation statements)

References 6 publications

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“…Careful consideration of solution pathways is necessary when teaching students with dyscalculia, to maximise the efficiency of the interventions used (Hwang & Riccomini, 2019). When students with dyscalculia cannot keep up with the pace of learning in a typical Mathematics classroom, they are sometimes labelled as lazy or stupid (Fu & Chin, 2017). It is very important to ensure that all at‐risk students are quickly identified and receive early interventions (Monei & Pedro, 2017).…”

Section: Discussionmentioning

confidence: 99%

The design and development of a dyscalculia checklist based on a focus group interview

Yoong

Ahmad

Singh

et al. 2023

British J Special Edu

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This article aims to explore the symptoms and characteristics of dyscalculia. This is a qualitative study. Five experts in the field of special education took part in a focus group interview. Each expert had more than ten years of experience in their area of expertise. To determine the content validity of the protocol, three experts in special education, language and qualitative research evaluated each of the eight items. Cohen's kappa analysis was used to assess inter‐rater reliability. The findings of this study indicate that 59 items have been developed, based on six constructs in the dyscalculia checklist. The six constructs were subitising, estimating, Arabic numerals, verbal numbers, arithmetic facts and calculating processes. Following the focus group interview, a new construct emerged: math anxiety. The study implies that teachers might utilise this checklist to carry out early detection of students with dyscalculia in primary schools. This will enable appropriate intervention, resulting in significant benefits for the Ministry of Education, for educators and teachers, and for the students themselves. Although this study was based in Malaysia, the results have wider implications because dyscalculia is present everywhere.

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Section: Discussionmentioning

confidence: 99%

The design and development of a dyscalculia checklist based on a focus group interview

Yoong

Ahmad

Singh

et al. 2023

British J Special Edu

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“…When the definitions were scrutinized, most of the teachers were determined to have been deprived of adequate knowledge, made incomplete and inaccurate definitions, and confused dyslexia with dyscalculia. Many national and international studies confirm that teachers are not familiar enough with dyscalculia (Butterworth, Varma, & Laurillard, 2011;Tennant & Tennant, 2010;Sezer & Akın, 2011;Karadeniz, 2013;Karasakal, 2019;Kuruyer, Çakıroğlu, & Özsoy, 2019;Nurkan & Yazıcı, 2020) For example, in a study conducted by Fu and Chin (2017) in Malaysia, it was determined that approximately 58% of 80 primary school teachers did not know about dyscalculia. Again, in a case study conducted by Nurkan and Yazıcı (2020) in Turkey, it is reported that math teachers do not have full knowledge of dyscalculia.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…In the study in Greece by Chideridou,Mandari et al,114 high school maths teachers were revealed to know dyscalculia in general, but underperform, when it came to the characteristics of dyscalculic students, and some teachers confuse dyscalculia with intellectual disability. In a survey in Malaysia on the awareness of 80 primary school teachers on dyscalculia (Fu & Chin, 2017), approximately 58% of the teachers were unfamiliar with dyscalculia. In a study in Nepal (Adhikari, 2014), primary school teachers were reported to have limited knowledge about the characteristics of dyscalculia and felt unconfident to deal with dyscalculia.…”

Section: Introductionmentioning

confidence: 99%

We Asked Teachers: Do You Know What Dyscalculia Is?

Mutlu

ÇALIŞKAN>

Yasul

2022

International Online Journal of Primary Education

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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 were 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 the intervention strategies for dyscalculic children.

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“…A study in Malaysia found that teachers had insufficient knowledge and awareness of learning disabilities in mathematics [22]. Based on the previous study, Mathematics learning difficulties occur among primary school students in Malaysia.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

Yoong¹,

Hoe²

2022

J.Math.Instr.Soc.Res.Opin.

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This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.

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An Online Survey Research Regarding Awareness of Dyscalculia among Educators in Sandakan District, Sabah

Cited by 9 publications

References 6 publications

The design and development of a dyscalculia checklist based on a focus group interview

The design and development of a dyscalculia checklist based on a focus group interview

We Asked Teachers: Do You Know What Dyscalculia Is?

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

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