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

Abstract

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.