Helping Dyscalculia Children Reduce Difficulty in Mathematics Learning in Upper Basic Schools in Okigwe Education Zone of Imo State
Keywords:
Dyscalculia, mathematics learning, learning difficulties, dyscalculia children, mathematical conceptsAbstract
This article focuses on the problems related to mathematics learning due to dyscalculia and effective ways of delivering mathematical content in the classroom to support students with dyscalculia. However, two hypotheses guided the study. A survey design was adopted. A sample of 79 teachers was used. The instrument for data collection was a questionnaire. It was validated by one expert from Special Needs Education and two experts from Measurement and Evaluation from the Alvan Ikoku Federal University of Education, Owerri. The Cronbach Alpha method was used to obtain a reliability index of 0.81 for the instrument. The data collected were analysed using mean, standard deviation and correlational analysis statistics. Findings revealed the causes of poor performance in Mathematics due to dyscalculia, and the effects of dyscalculia among secondary school students in Okigwe Education Zone. It recommends that students with dyscalculia should be provided with specialised instructions and dedicated time.
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