Malaysian Primary Teachers’ Perceptions on Dyscalculia

Yoong Soo  May; Fu Sai  Hoe; Wong Wei  Lun; Lijuan  Shen

doi:10.48165/sajssh.2021.2610

Authors

Yoong Soo May Department of Special Education, Sultan Idris Education University, Malaysia.
Fu Sai Hoe Sandakan District Education Office, Tingkat 5, Wisma Persekutuan Beg Berkunci 02, 90400 Sandakan, Sabah.
Wong Wei Lun Faculty of Language and Communication, Sultan Idris Education University, Malaysia.
Lijuan Shen Athena Institute of Holistic Wellness, Wuyi University, Wuyishan, China.

DOI:

https://doi.org/10.48165/sajssh.2021.2610%20

Keywords:

Dyscalculia, Dyscalculic Pupils, Mathematics, Learning Difficulty, Primary School, Survey, Quantitative

Abstract

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn's (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers' perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

References

Ahmad, N. A. & Yoong, S. M. (2018). Challenges in preparing teachers for inclusive education and its impact to students with learning disabilities. International Journal of Academic Research in Progressive Education and Development, 7(3), 569-581.

Aquil, M. A. I. (2020). Diagnosis of dyscalculia: A comprehensive overview. South Asian Journal of Social Sciences and Humanities, 1(1), 43-59.

Aquil, M. A. I. & Ariffin, M. M. (2020). Dyscalculia, causes, interventions and Malaysian Scenario. Hamdard Islamic, 43(2), 960-971.

Bird, R. (2017). The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths Third Edition. London: Sage Publications Ltd.

Chinn, S. (2019). Maths Learning Difficulties, Dyslexia, and Dyscalculia (2nd ed.). London: Jessica Kingsley Publishers.

Chinn, S. (2020). Math Trouble with Maths: A Complete Manual to Identifying and Diagnosing Mathematical Difficulties (3rd ed.). London: Taylor & Francis Ltd.

Creswell, J. W. & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). California: Sage Publications.

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), 1-10.

Hardiman, B. (2020). Commentary on: “Ordinary lives” means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities. Tizard Learning Disability Review, 25(1), 47-52.

Hatton, C. (2018). School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England. Tizard Learning Disability Review, 23(4), 207-212.

Khing, B. (2016). Dyscalculia: its types, symptoms, causal factors, and remedial programmes. Learning Community, 7(3), 217-229.

Mallanhanse, A. K., Alias, N. F., & Bidin, S. S. N. A. (2020). Peer acceptance among learning disabilities (LD) and mainstream students in inclusive classroom in primary school. South Asian Journal of Social Sciences and Humanities, 1(2), 16-25.

Meral, B. F. & Turnbull, H. R. (2014). Analysis of special education policy in Turkey and United States: improving Turkey’s Policy for students with intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 11(3), 165-175.

Miundy, K., Zaman, H. B., Nosrdin, A., & Ng, K. H. (2019). Evaluation of visual based Augmented Reality (AR) learning application (V-ARA-Dculia) for dyscalculia learners. International Journal on Informatics Visualisation, 3(4), 343-354.

Omar, M. & Ali, D. F. (2019). A review of vocational education for students with special needs. Technical and Vocational Education Malaysia Journal, 8, 58-65.

Wong, K. K., Pang, V. A., Chin, K. E., & Tan, C. K. (2016). Prevalence rate of dyscalculia according to gender and school location in Sabah, Malaysia. In Chan, Y.F., Sidhu, G.K., Narasuman, S., Lee, L.F., & Rahman, S.B.A. (Eds.). 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings (pp. 91-100).

Yoong, S. M. (2020). An introduction: what do you know about dyscalculia?. In Habidin, N.F., Yong, S.Y.O., Chik, T.W.T. & Muhamad, U.A. (Eds.). The Revolution in Social Research and Education (pp. 82-88).

Yoong, S. M. & Ahmad, N. A. (2018). A conceptual framework for DoCtor WoRM’s Module in improving multiplication skills among Year Four low achievers. International Journal of Academic Research in Business and Social Sciences, 8(4), 946-957.

Yoong, S. M. & Ahmad, N. A. (2020a). A conceptual framework to design and develop dyscalculia checklist instrument for dyscalculic pupils. Solid State Technology, 63(1s), 495-501.

Yoong, S. M. & Ahmad, N. A. (2020b). Design and development of Dyscalculia Checklist Instrument. International Journal of Academic Research in Progressive Education and Development, 9(2), 170-178.

Yoong, S. M. & Ahmad, N. A. (2020c). The needs and significance to design and develop a Dyscalculia checklist. Malaysian Science & Mathematics Education Journal, 10(2), 8-14.