Dyscalculia: What We Must Know about Students' Learning Disability in Mathematics?

Mahmud, Muhammad Sofwan; Zainal, Mohd Syazwan; Rosli, Roslinda; Maat, Siti Mistima

doi:10.13189/ujer.2020.082625

Cited by 5 publications

(6 citation statements)

References 29 publications

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“…Makgakga (2016) In the transformation error type, learners grappled with QE problems when completing the square on both sides, as most of them completed the square on one side; as such, the coefficient of x 2 was not made 1. Similar findings are found by Mahmud et al (2020) where learners committed transformation and processing errors and few learners had encoding errors. Most of the learners struggled to transform the equations, for example from 2x 2 -2x -9 = 0 to…”

Section: Discussionsupporting

confidence: 85%

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Makgakga

2023

Pythagoras

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Error analysis is an instructional strategy that can assist teachers to identify learners’ areas of weakness in mathematics and that can point to remediation of those errors. This article explores the errors learners exhibit when solving quadratic equations by completing the square using Newman’s Error Analysis Model. A research study explored the errors learners exhibit when solving quadratic equations by completing the square. Newman’s Error Analysis Model provided the analytic framework for the qualitative approach that was used to explore those errors. A diagnostic test with five test items was administered to 35 learners in one secondary school in Limpopo province of South Africa. Subsequently, 12 learners whose scripts featured common mistakes were identified; these learners participated in a semi-structured interview to diagnose the errors. The findings revealed that learners commit comprehension, transformation and process errors. The findings suggest that if the errors that learners make are exposed and made explicit, the errors can be remediated and thereby enhance understanding and learning. The findings of this study indicate that for teachers to understand the types of errors learners commit when solving quadratic equations by completing the square it is vital for them (errors) to be addressed. Mathematics teachers should also consider diagnosing why learners commit those errors, as they would know the strategies to be employed to teach this topic and subsequent topics.Contribution: The findings of this article add value to the current literature by providing empirical knowledge on learner challenges when solving quadratic equations by completing the square. This study provides opportunities for mathematics teachers to focus more on the strategies that would assist learners to understand this topic.

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Section: Discussionsupporting

confidence: 85%

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Makgakga

2023

Pythagoras

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“…Dyscalculia refers to a math learning problem or disorder (Mahmud, Zainal, Rosli, & Maat, 2020). Core difficulties in representing and processing numericity underlie dyscalculia (Ashkenazi, Haber, Shemesh, & Silverman, 2022).…”

Section: Introductionmentioning

confidence: 99%

Reconnecting Learning: An Educational Alternative For Dyscalculia Children In Elementary School

Alfiah¹

2023

ESJurnal.Pendidik.dan.Pembelajaran.Ke-SD-an

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A math teacher uses a remedial education intervention to help one student with a counting dyscalculia problem. Dyscalculia is a catchy term for a variety of problems with math that affect learning and performance. The author of this study created this new theory-driven intervention with the aim of identifying primary school teachers using reconnect learning to help students with the potential to experience dyscalculia learn to count and in this case the ability to count to 10 which will be seen to achieve the learning goal. which is desired. the author used a qualitative approach to identify elementary school teachers using reconnective learning to help students with the potential to experience dyscalculia learn to count. Interviews, class observations, and introspective diaries all contributed to the data set. The author conducted the research, which was conducted at a public elementary school in Gresik, East Java, Indonesia, conducted in Grade 1 with a total of 20 students. After initial screening using the Indonesian Dyscalculia instrument. Students with dyscalculia have learning problems in mathematics that are characterized by underlying difficulties with numerical representation and processing. They can have problems with basic arithmetic such as counting and recognizing numbers. Helping students with Dyscalculia succeed in mathematics through early treatment is a promising area of research. A shortage of instructional scaffolding that helps Dyscalculia students organize their learning process while also addressing cognitive deficiencies and arithmetic competency gaps remains. Pseudonym Mrs. Sinta (elementary school math teacher) and Riki (a student potentially at risk of Dyscalculia) are involved in the current investigation. The results showed that the recommended interventions helped students become more proficient in calculations. Since most of the literature on remedial interventions for students with disabilities key significance to education is the focus of this research, an approach that shifts the emphasis from instructional tactics (devices, tools, interactions) to students' cognitive skills, an intervention that shows promise for helping students who are at risk of falling behind. in cognitive numbers. This study provides a solution to the posed question by showing how primary school teacher might use Reconnecting Learning to aid kids at risk for dyscalculia in their pursuit of numeric literacy. Mrs. Sinta (a pseudonym) is an elementary school teacher who employs the Reconnecting Learning paradigm in her own education. Success in learning to count to ten was shown to be one of Reconnecting Learning's intended outcomes.

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“…Dyscalculia is a brain‐based learning difficulty that frequently co‐occurs with other neurological conditions (Aquil & Ariffin, 2020a). It affects approximately 3%–6% (Mahmud et al, 2020) or even 5%–7% (Bugden et al, 2020) of the population. Males and females may both experience dyscalculia (Morsanyi et al, 2018).…”

Section: Introductionmentioning

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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Dyscalculia: What We Must Know about Students' Learning Disability in Mathematics?

Cited by 5 publications

References 29 publications

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Reconnecting Learning: An Educational Alternative For Dyscalculia Children In Elementary School

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

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