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WE ASKED TEACHERS: DO YOU KNOW WHAT DYSCALCULIA IS?

Yıl 2022, Cilt: 11 Sayı: 2, 361 - 378, 31.12.2022

Yılmaz Mutlu Emir Feridun Çalışkan Ali Fuad Yasul

https://doi.org/10.55020/iojpe.1067560
Cited By: 1

Öz

This study aims to determine the knowledge levels of primary school, mathematics, special education, and Psychological Counseling & Guidance (PCG) teachers on Dyscalculia. A descriptive survey model was used for the research. Four hundred eighty-nine teachers were selected for the study, including 254 primary school teachers, 130 high school math teachers, 53 psychologists, 28 special educators, and 24 secondary school math teachers. A survey form devised by Dias, Pereira, and Van Borsel (2013) during the research, including 18 questions, 2 of which were open-ended and 16 were closed-ended, was used. The obtained data reveal that most participating teachers do not have adequate knowledge and experience on the meaning, effects, root causes of dyscalculia, and the intervention strategies for dyscalculic children.

Anahtar Kelimeler

Dyscalculia math learning difficulties dyscalculia awareness

Kaynakça

  • Agostini, F., Zoccolotti, P., & Casagrande, M. (2022). Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature. Brain Sciences, 12(2), 239.
  • Ashcraft, M. H. & Ridley, K. S. (2005). Math Anxiety and Its Cognitive Consequences. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 315–327). New York, NY: Psychology Press.
  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, DSM-5. Fifth Edition. Washington, D. C.: American Psychiatric Association.
  • Butterworth, B. (2005). Developmental Dyscalculia. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition. (pp.455-468). New York: Psychology Press.
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. science, 332(6033), 1049-1053.
  • Chideridou–Mandari, A., Padeliadu, S., Karamatsouki, A., Sandravelis, A. & Karagiannidis, C. (2016). Secondary Mathematics Teachers: What They Know and Don't Know about Dyscalculia. International Journal of Learning, Teaching and Educational Research, 15(9), 84-98.
  • Dias, M. D. A. H., Pereira, M. M. D. B. & Van Borsel, J. (2013). Assessment of the Awareness of Dyscalculia Among Educators. Audiology-Communication Research, 18(2), 93-100.
  • Fu, S. H. & Chin, K. E. (2017). An Online Survey Research Regarding Awareness of Dyscalculia among Educators in Sandakan District, Sabah. International Journal of Academic Research in Progressive Education and Development, 6(2).
  • Galitskaya, V., & Drigas, A. (2021). The importance of working memory in children with Dyscalculia and Ageometria. Scientific Electronic Archives, 14(10).
  • Geary, D.C. (2010). Mathematical Disabilities: Reflections on Cognitive, Neuropsychological and Genetic Components. Learning and Individual Differences, 20(2), 130–133.
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of experimental child psychology, 88(2), 121-151.
  • Gifford, S. & Rockliffe, F. (2012). Mathematics Difficulties: Does one Approach Fit All?. Research in Mathematics Education, 14(1), 1-15.
  • Gross‐Tsur, V., Manor, O. & Shalev, R. S. (1996). Developmental Dyscalculia: Prevalence and Demographic Features. Developmental Medicine and Child Neurology, 38(1), 25-33.
  • Henderson, A. (2013). Dyslexia, Dyscalculia, and Mathematics: A Practical Guide. London: Routledge.
  • İslamoğlu, A. H. & Alnıaçık, Ü. (2019). Sosyal Bilimlerde Araştırma Yöntemleri [Research Methods in Social Sciences]. İstanbul: Beta Basım Yayım Dağıtım A.Ş. [Istanbul: Beta Publishing and Distribution Inc.]
  • Karadeniz, M. H. (2013). Diskalkuli Yaşayan Öğrencilere İlişkin Öğretmen Görüşlerinin Değerlendirilmesi [Evaluation of Teachers' Views on Students with Dyscalculia]. E-Journal of New World Sciences Academy Social Sciences.
  • Kamala, R. & Ramganesh, E. (2013). Knowledge of Specific Learning Disabilities among Teacher Educators in Puducherry, Union Territory in India. International Review of Social Sciences and Humanities, 6(1), 168-175.
  • Karasar, N. (2016). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler ve Teknikler [Scientific Research Method: Concepts, Principles and Techniques]. Ankara: Nobel Yayın Dağıtım [Ankara: Nobel Publication Distribution]
  • Karasakal, M. (2019). Promoting Primary School Teachers’ Awareness of Dyscalculia (Doctoral Dissertation, Bilkent University).
  • Kuruyer, H. G., Çakıroğlu, A. & Özsoy, G. (2019). Sınıf Öğretmeni Adaylarının Okuma ve Matematik Güçlüklerine İlişkin Pedagojik Farkındalıklarının ve Öğretimsel Bakış Açılarının Belirlenmesi [Determination of Pedagogical Awareness and Instructional Perspectives of Primary School Pre-service Teachers on Reading and Mathematics Difficulties]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 27(4), 1659-1678.
  • Iuculano, T. (2016). Neurocognitive accounts of developmental dyscalculia and its remediation. In Progress in brain research (227),305-333.
  • Mutlu, Y. & Soylu, F. (2018). Eğitsel Sinirbilim ve Bedenlenmiş Biliş Perspektifinden Matematik Öğrenme Güçlüğü Yaşayan Öğrencilerde Parmakla Sayma [Finger Counting for Students with Mathematics Learning Disability from the Perspective of Educational Neuroscience and Embedded Cognition]. Eğitim Bilimlerinde Örnek Araştırmalar [Exemplary Researches in Educational Sciences] . Ankara: Nobel.
  • Mutlu, Y. & Korkmaz, E. (2020). Investigating Clock Reading Skills Of Third Graders With And With Dyscalculia Risk. International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X, 9(1), 97-110.
  • Mutlu, Y., Akgün, L. & Akkuşci, Y. E. (2020). What Do Teachers Think About Finger-Counting?. International Journal of Curriculum and Instruction, 12(1), 268-288.
  • Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. L. J. & Burton, M. E. (2019). Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division. Learning Disability Quarterly, 42(1), 32-45.
  • Nurkan, M. A. & Yazıcı, E. (2020). Matematik Öğretmenlerinin Matematik Öğrenme Güçlüğü (Diskalkuli) Farkındalıklarının Belirlenmesine İlişkin Bir Durum Çalışması [A Case Study on Determining Mathematics Teachers' Mathematical Learning Disability (Dyscalculia) Awareness]. Çağdaş Yönetim Bilimleri Dergisi [Journal of Contemporary Administrative Sciences (JCAS)], 7(1), 95-109.
  • Olkun, S., Mutlu, Y. & Sarı, M. H. (2017). The Relationships Between Number Sense and Mathematics Achievement. In International Conference on Education and New Developments (pp. 24-26).
  • Ramirez, G., Shaw, S. T. & Maloney, E. A. (2018). Math anxiety: Past Research, Promising Interventions, and A New Interpretation Framework. Educational Psychologist, 53, 145–164. doi:10.1080/00461520.2018.1447384.
  • Saravanabhavan, S. & Saravanabhavan, R. C. (2010). Knowledge of Learning Disability among Pre-and In-Service Teachers in India. International Journal of Special Education, 25(3), 132-138.
  • Sezer, S. & Akın, A. (2011). 6-14 Yaş arası Öğrencilerde Görülen Matematik Öğrenme Bozukluğuna İlişkin Öğretmen Görüşleri [Teachers' Views on Mathematical Learning Disorder in Students aged 6-14]. İlköğretim [Primary Education] Online, 10(2), 757-775.
  • Sharma, M. C. (2015). A Window into Dyscalculia and Other Mathematics Difficulties. The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties, 277.
  • Shukla, P. & Agrawal, G. (2015). Awareness of Learning Disabilities among Teachers of Primary Schools. Online Journal of Multidisciplinary Research, 1(1), 33-8.
  • Sousa, P., Dias, P. C. & Cadime, I. (2017). Predictors of Primary School Teachers’ Knowledge about Developmental Dyscalculia. European Journal of Special Needs Education, 32(2), 204-220.
  • Tennant, L. J., & R. F. Tennant. 2010. Dyscalculia: More than Mathematics Phobia. Middle East Educator 14: 46–49.
  • Tobia, V., Rinaldi, L. & Marzocchi, G. M. (2018). Time Processing Impairments in Preschoolers at Risk of Developing Difficulties in Mathematics. Developmental Science, 21(2), e12526.
  • World Health Organization (WHO). (2011). WHO Classifications F81.2 Specific Disorder of Arithmetic Skills. Retrieved June 9, 2011, from http://who.int/classifications/icd/en/ bluebook.pdf

Yıl 2022, Cilt: 11 Sayı: 2, 361 - 378, 31.12.2022

Yılmaz Mutlu Emir Feridun Çalışkan Ali Fuad Yasul

https://doi.org/10.55020/iojpe.1067560
Cited By: 1

Öz

Kaynakça

  • Agostini, F., Zoccolotti, P., & Casagrande, M. (2022). Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature. Brain Sciences, 12(2), 239.
  • Ashcraft, M. H. & Ridley, K. S. (2005). Math Anxiety and Its Cognitive Consequences. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 315–327). New York, NY: Psychology Press.
  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, DSM-5. Fifth Edition. Washington, D. C.: American Psychiatric Association.
  • Butterworth, B. (2005). Developmental Dyscalculia. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition. (pp.455-468). New York: Psychology Press.
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. science, 332(6033), 1049-1053.
  • Chideridou–Mandari, A., Padeliadu, S., Karamatsouki, A., Sandravelis, A. & Karagiannidis, C. (2016). Secondary Mathematics Teachers: What They Know and Don't Know about Dyscalculia. International Journal of Learning, Teaching and Educational Research, 15(9), 84-98.
  • Dias, M. D. A. H., Pereira, M. M. D. B. & Van Borsel, J. (2013). Assessment of the Awareness of Dyscalculia Among Educators. Audiology-Communication Research, 18(2), 93-100.
  • Fu, S. H. & Chin, K. E. (2017). An Online Survey Research Regarding Awareness of Dyscalculia among Educators in Sandakan District, Sabah. International Journal of Academic Research in Progressive Education and Development, 6(2).
  • Galitskaya, V., & Drigas, A. (2021). The importance of working memory in children with Dyscalculia and Ageometria. Scientific Electronic Archives, 14(10).
  • Geary, D.C. (2010). Mathematical Disabilities: Reflections on Cognitive, Neuropsychological and Genetic Components. Learning and Individual Differences, 20(2), 130–133.
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of experimental child psychology, 88(2), 121-151.
  • Gifford, S. & Rockliffe, F. (2012). Mathematics Difficulties: Does one Approach Fit All?. Research in Mathematics Education, 14(1), 1-15.
  • Gross‐Tsur, V., Manor, O. & Shalev, R. S. (1996). Developmental Dyscalculia: Prevalence and Demographic Features. Developmental Medicine and Child Neurology, 38(1), 25-33.
  • Henderson, A. (2013). Dyslexia, Dyscalculia, and Mathematics: A Practical Guide. London: Routledge.
  • İslamoğlu, A. H. & Alnıaçık, Ü. (2019). Sosyal Bilimlerde Araştırma Yöntemleri [Research Methods in Social Sciences]. İstanbul: Beta Basım Yayım Dağıtım A.Ş. [Istanbul: Beta Publishing and Distribution Inc.]
  • Karadeniz, M. H. (2013). Diskalkuli Yaşayan Öğrencilere İlişkin Öğretmen Görüşlerinin Değerlendirilmesi [Evaluation of Teachers' Views on Students with Dyscalculia]. E-Journal of New World Sciences Academy Social Sciences.
  • Kamala, R. & Ramganesh, E. (2013). Knowledge of Specific Learning Disabilities among Teacher Educators in Puducherry, Union Territory in India. International Review of Social Sciences and Humanities, 6(1), 168-175.
  • Karasar, N. (2016). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler ve Teknikler [Scientific Research Method: Concepts, Principles and Techniques]. Ankara: Nobel Yayın Dağıtım [Ankara: Nobel Publication Distribution]
  • Karasakal, M. (2019). Promoting Primary School Teachers’ Awareness of Dyscalculia (Doctoral Dissertation, Bilkent University).
  • Kuruyer, H. G., Çakıroğlu, A. & Özsoy, G. (2019). Sınıf Öğretmeni Adaylarının Okuma ve Matematik Güçlüklerine İlişkin Pedagojik Farkındalıklarının ve Öğretimsel Bakış Açılarının Belirlenmesi [Determination of Pedagogical Awareness and Instructional Perspectives of Primary School Pre-service Teachers on Reading and Mathematics Difficulties]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 27(4), 1659-1678.
  • Iuculano, T. (2016). Neurocognitive accounts of developmental dyscalculia and its remediation. In Progress in brain research (227),305-333.
  • Mutlu, Y. & Soylu, F. (2018). Eğitsel Sinirbilim ve Bedenlenmiş Biliş Perspektifinden Matematik Öğrenme Güçlüğü Yaşayan Öğrencilerde Parmakla Sayma [Finger Counting for Students with Mathematics Learning Disability from the Perspective of Educational Neuroscience and Embedded Cognition]. Eğitim Bilimlerinde Örnek Araştırmalar [Exemplary Researches in Educational Sciences] . Ankara: Nobel.
  • Mutlu, Y. & Korkmaz, E. (2020). Investigating Clock Reading Skills Of Third Graders With And With Dyscalculia Risk. International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X, 9(1), 97-110.
  • Mutlu, Y., Akgün, L. & Akkuşci, Y. E. (2020). What Do Teachers Think About Finger-Counting?. International Journal of Curriculum and Instruction, 12(1), 268-288.
  • Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. L. J. & Burton, M. E. (2019). Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division. Learning Disability Quarterly, 42(1), 32-45.
  • Nurkan, M. A. & Yazıcı, E. (2020). Matematik Öğretmenlerinin Matematik Öğrenme Güçlüğü (Diskalkuli) Farkındalıklarının Belirlenmesine İlişkin Bir Durum Çalışması [A Case Study on Determining Mathematics Teachers' Mathematical Learning Disability (Dyscalculia) Awareness]. Çağdaş Yönetim Bilimleri Dergisi [Journal of Contemporary Administrative Sciences (JCAS)], 7(1), 95-109.
  • Olkun, S., Mutlu, Y. & Sarı, M. H. (2017). The Relationships Between Number Sense and Mathematics Achievement. In International Conference on Education and New Developments (pp. 24-26).
  • Ramirez, G., Shaw, S. T. & Maloney, E. A. (2018). Math anxiety: Past Research, Promising Interventions, and A New Interpretation Framework. Educational Psychologist, 53, 145–164. doi:10.1080/00461520.2018.1447384.
  • Saravanabhavan, S. & Saravanabhavan, R. C. (2010). Knowledge of Learning Disability among Pre-and In-Service Teachers in India. International Journal of Special Education, 25(3), 132-138.
  • Sezer, S. & Akın, A. (2011). 6-14 Yaş arası Öğrencilerde Görülen Matematik Öğrenme Bozukluğuna İlişkin Öğretmen Görüşleri [Teachers' Views on Mathematical Learning Disorder in Students aged 6-14]. İlköğretim [Primary Education] Online, 10(2), 757-775.
  • Sharma, M. C. (2015). A Window into Dyscalculia and Other Mathematics Difficulties. The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties, 277.
  • Shukla, P. & Agrawal, G. (2015). Awareness of Learning Disabilities among Teachers of Primary Schools. Online Journal of Multidisciplinary Research, 1(1), 33-8.
  • Sousa, P., Dias, P. C. & Cadime, I. (2017). Predictors of Primary School Teachers’ Knowledge about Developmental Dyscalculia. European Journal of Special Needs Education, 32(2), 204-220.
  • Tennant, L. J., & R. F. Tennant. 2010. Dyscalculia: More than Mathematics Phobia. Middle East Educator 14: 46–49.
  • Tobia, V., Rinaldi, L. & Marzocchi, G. M. (2018). Time Processing Impairments in Preschoolers at Risk of Developing Difficulties in Mathematics. Developmental Science, 21(2), e12526.
  • World Health Organization (WHO). (2011). WHO Classifications F81.2 Specific Disorder of Arithmetic Skills. Retrieved June 9, 2011, from http://who.int/classifications/icd/en/ bluebook.pdf
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Yılmaz Mutlu 0000-0002-4265-856X

Emir Feridun Çalışkan 0000-0002-0650-896X

Ali Fuad Yasul 0000-0001-7537-4291

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 2

Kaynak Göster

APA Mutlu, Y., Çalışkan, E. F., & Yasul, A. F. (2022). WE ASKED TEACHERS: DO YOU KNOW WHAT DYSCALCULIA IS?. International Online Journal of Primary Education, 11(2), 361-378. https://doi.org/10.55020/iojpe.1067560

Cited By

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty
Yaşadıkça Eğitim
https://doi.org/10.33308/26674874.2024381582
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