Teachers’ Awareness Of Factors Responsible For Dyscalculia Among Primary School Students In District Mardan, Pakistan

Abstract

Dyscalculia, a disorder that is probably as common as other learning disorders, is receiving more attention today. Primary school education that provides a foundation for a child’s learning experiences plays an important role in dealing children with learning disabilities. The responsibility to teach children effectively and help them successfully cope with their struggle in environment also rests on primary school teacher. The present study aimed to explore primary school teachers ‘awareness of the factors responsible for Dyscalculia among students in District Mardan, Khyber Pakhtunkhwa (KP), Pakistan. The study was descriptive in nature for which data were collected through survey method. Using stratified random sampling technique, a sample of 364 primary schools teachers was selected. The study was delimited to the subject of mathematics. The instrument “Evaluation of the perception of dyscalculia by educators”(Dias, deBritto Pereira & Van Borsel, 2013) was adapted and used for the collection of data in this study. The mean score of Mathematics Anxiety Problems in Students was 2.68, S.D, 0.74 which shows teachers were found aware of the factors responsible for dyscalculia among primary school students whereas the least mean score (2.13), S.D. (0.41) shows poor teaching methods, lack of instructional material and improper curriculum content. It shows teachers are less aware of the factors responsible for dyscalculia. The study recommends teacher training programs may focus on the use of Information and Communication Technology (ICT) in the teaching of mathematics for pre-service teachers. Similarly, the curriculum of mathematics for primary school students must include interesting contents. Moreover, holding frequent seminars and workshops are also recommended.