The Need for a Digital Module to Improve the Numerical Literacy of Dyscalculia Students

Purwaningrum, Jayanti Putri; Ahyani, Latifah Nur; Utomo, Andi Prasetyo

doi:10.22236/kalamatika.vol7no1.2022pp99-110

Cited by 4 publications

(9 citation statements)

References 2 publications

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“…This research specifically discusses the use of colored bead Montessori media in learning the place value of numbers in mathematics. The placement of values consists of units, tens, hundreds, thousands, and so on (Aprinastuti et al, n.d.;Azhari et al, 2022;Purwaningrum et al, 2022). This is what differentiates this research from previous research.…”

Section: Figure 2 Analysis Vosviewer Abstractmentioning

confidence: 84%

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Damri,

Amalia,

Engkizar

et al. 2023

Al-Ta'lim J.

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This study aims to investigate the effects of colored bead Montessori learning media to students’ numeral thinking skills none of the elementary schools (SD) in Padang, Indonesia. This study used a quantitative method with a single-subject research approach, the research data was taken from a student with dyscalculia through fifteen direct lessons using colored bead Montessori learning media. Data were analyzed by using visual graphical analysis tool descriptively were analyzed descriptively using visual graphical analysis tools. The results of this study showed that the use of colored bead Montessori learning media based on the analysis can actually improve the numeracy skills of students with dyscalculia in learning. This improvement is proved by, at first the students' scores were 2, 4, 4, 4, this was the value before the researcher used the media. Furthermore, after the researcher did seven times direct treatment, it was found that the students' scores increased to 10, 13, 15, 18, 20, 20, 20, even students were able to obtain self-evaluation scores with numbers 20, 20, 20, 20. The results of this study proved that the use of colored bead Montessori media has been able to improve the numeracy skills of students in learning. Referring to the results of this research, colored bead Montessori can be used as an alternative media in learning numeracy skills of students with dyscalculia none of the elementary schools.

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Section: Figure 2 Analysis Vosviewer Abstractmentioning

confidence: 84%

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Damri,

Amalia,

Engkizar

et al. 2023

Al-Ta'lim J.

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“…Learning that utilizes technology has a big impact on the success of learning mathematics. Purwaningrum et al (2022) in her research states that digital modules help improve mathematical 5; 39% 6; 46% 2; 15%…”

Section: Rq4 What Tools Are Used?mentioning

confidence: 99%

The Use of Learning Aids for Dyscalculia: Systematic Literature Review

Fatwana

Dasari

Juandi

2023

AIJP

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The aim of this research is to examine appropriate learning aids for dyscalculia children. Systematic literature review became the method in this study. This article reviews 13 articles involving more than 4939 subjects and respondents. We reviewed articles published from 2010 to 2021 from the Sage, SpringerLink, TaylorFrancis, and Wiley Online Library databases. All articles were classified by year, research approach, research objectives and strategies offered for dyscalculia children. The selection of articles found the use of manual tools and the use of technological aids. The results of the review analysis showed that learning with the help of technology had a greater impact on the learning outcomes of dyscalculia students.

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“…Onyishi & M. Sefotho, 2021). Dyscalculia was further described as a difficulty in learning and acquiring basic mathematical abilities (Dehghani, 2019;Jannah & Bharata, 2020;Kariyawasam et al, 2019;Kunwar & Sharma, 2020;Putri Purwaningrum et al, 2022) that could also affect reading, writing, as well as attention deficits (Lazo-Amado et al, 2022).…”

Section: Differences In Understanding Dyscalculiamentioning

confidence: 99%

“…Low mathematics achievement scores are frequently indicative of dyscalculia, especially in word problems (Firmasari et al, 2021;Ziadat, 2022), but it is essential to note that this is not the only characteristic of dyscalculia (Ahuja et al, 2022;Aprinastuti et al, 2020;Cheng et al, 2020;Dehghani, 2019;Fauzan et al, 2022;Firmasari et al, 2021;Gut et al, 2021;Jannah & Bharata, 2020;Kariyawasam et al, 2019;Kißler et al, 2021;Kunwar & Sharma, 2020;Lewis, Sweeney, et al, 2022;Liu et al, 2022;Mariera et al, 2021;N. Onyishi & M. Sefotho, 2021;Noordin et al, 2020;Patricia & Zamzam, 2021;Purwaningrum et al, 2021;Putri Purwaningrum et al, 2022;Vigna et al, 2022;Ziadat, 2022). Students with dyscalculia usually have persistent difficulty with mathematics throughout the school year rather than just one mathematical concept Vigna et al, 2022), which may lead to low mathematics achievement scores, yet still have average intelligence and good performance in other subjects (Fauzan et al, 2022;N.…”

Section: Dyscalculia Characteristicsmentioning

confidence: 99%

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

Salisa,

Meiliasari

2023

Alifmatika J. Pendidik. dan Pembelajaran Mat.

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Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.

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The Need for a Digital Module to Improve the Numerical Literacy of Dyscalculia Students

Cited by 4 publications

References 2 publications

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

The Use of Learning Aids for Dyscalculia: Systematic Literature Review

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

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