An active learning strategy for addressing dyscalculia in a mathematics classroom
Loading...
Date
2017-07
Authors
Mokotjo, Lindiwe Gloria
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
According to the White Paper 6 (DoE, 2001:3), mainstream education should
provide an equal and fair education to all learners, regardless of their abilities.
In South Africa, there is limited information about learners affected by
dyscalculia and about any interventions available for such learners. More
research indicates that dyscalculia is as prevalent as dyslexia in the
classroom environment. However, less research is done on dyscalculia than
on dyslexia. This study seeks to formulate an active learning strategy for
addressing dyscalculia in a mathematics classroom. The Participatory Action
Research (PAR) method is the chosen method in the study to explore the
effectiveness of an active learning strategy in addressing dyscalculia in a
mathematics classroom. It also creates an awareness of an existing learning
disability in a mathematics classroom. Critical Emancipatory Research (CER)
is the theoretical framework that underpins the study because of its view to
emancipate and award an opportunity to transform the lives of the previously
oppressed, while maintaining the respect and dignity of those participating in
the study. Participants in this study include individuals who are struggling to
learn mathematics and simple numeracy due to dyscalculia, education
stakeholders who are responsible for the teaching and learning of
mathematics in a classroom, an education psychologist, parents of affected
learners, and a local specialist in dyscalculia. The collected data are
analysed, using Critical Discourse Analysis (CDA). In conclusion, two findings
emerge – that there is very little awareness of dyscalculia in mainstream
education and that an active learning strategy (AL strategy) is effective in
improving mathematics performance for all learners, including learners with
dyscalculia.
Description
Keywords
Active learning strategy, Compromised mathematical aptitude, Cooperative learning, Dyscalculia, Mathematics, Mathematical disability, Participatory action research, Peer teaching, Mathematics -- Study and teaching, Action research in education, Dyslexic children -- Education, Acalculia in children, Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2017