An Overview of Dyscalculia from the Perspective of Mathematics Teachers
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Resumo
This study was conducted using the phenomenological research design to examine mathematics teachers’ common experiences who were aware of dyscalculia and who thought they had students with dyscalculia diagnosed with learning disabilities.The study also aimed to reveal the common perception. The participants were seven elementary mathematics teachers from public schools in the provinces Van and Urfa. Ethical permission was obtained from the Scientific Ethical Evaluation Committee of the Dean of the Faculty of Education of Yüzüncü Yıl University on: 24.03.2024 with the number: 21788. Semi-structured interview was used, supported by video and audio recordings. The data were analyzed using descriptive and content analyses. Reflecting on their experiences, the teachers said students with dyscalculia were mostly introverted and asocial and they had problems in many areas of mathematics like performing four operations, rhythmic counting, multiplication tables, reading clock and expressing place and direction. As the most appropriate teaching approach to be applied to students with dyscalculia, the teachers mentioned demonstrating and teaching how to do, teaching mathematics through games, individualized teaching, associating with daily life, applying activity-based and technology-supported teaching approaches. Moreover, the teachers reported they needed family and expert support regarding the interventions for the development of children's mathematical skills.
Dados da obra
- Tipo
- Artigo
- Periódico
- Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, v. 12, n. 2, p. 551-567
- Ano
- 2024 (2024-08-27)
- Idioma
- en
- Palavras-chave
- dyscalculia; mathematics teachers' perceptions; learning disabilities; elementary mathematics teaching; personalized learning; game-based learning; technology-supported teaching; teacher experiences
- DOI
- 10.18506/anemon.1461958
- ISSN
- 2147-7655, 2149-4622
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
KORKMAZ, Büşra; YILMAZ, TUĞBA YULET; AKBAŞ, Elif Ertem. An Overview of Dyscalculia from the Perspective of Mathematics Teachers. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, v. 12, n. 2, p. 551-567, 2024. DOI: https://doi.org/10.18506/anemon.1461958.
APA
Korkmaz, B., YILMAZ, T. Y., & Akbaş, E. E. (2024). An Overview of Dyscalculia from the Perspective of Mathematics Teachers. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 12(2), 551-567. https://doi.org/10.18506/anemon.1461958
BibTeX
@article{korkmaz2024,
author = {Korkmaz, Büşra and YILMAZ, TUĞBA YULET and Akbaş, Elif Ertem},
title = {An Overview of Dyscalculia from the Perspective of Mathematics Teachers},
year = {2024},
journal = {Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi},
volume = {12},
number = {2},
pages = {551-567},
doi = {10.18506/anemon.1461958},
language = {en}
}RIS
TY - JOUR AU - Korkmaz, Büşra AU - YILMAZ, TUĞBA YULET AU - Akbaş, Elif Ertem TI - An Overview of Dyscalculia from the Perspective of Mathematics Teachers PY - 2024 JO - Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi VL - 12 IS - 2 SP - 551 EP - 567 DO - 10.18506/anemon.1461958 LA - en ER -
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