Mathematics teachers' experience in teaching dyscalculic students

Dyscalculia is a learning disability in mathematics that can be defined as having difficulty with mathematical concepts such as arithmetic, the four basic operations, and counting due to impaired number perception. Teachers place great importance on ensuring that students receive a proper education and that their peers can learn. The aim of this study was to examine mathematics teachers‟ views on dyscalculic students and their experiences teaching them in the classroom. Because the beliefs and practices of teachers regarding the instruction of students with dyscalculia were examined in depth, case study was employed. The study group consisted of six mathematics teachers from two different secondary schools in the Şahinbey district of Gaziantep province. Data were collected through interview and observation forms prepared by the researchers. The interview questions focused on the teachers‟ awareness of dyscalculia, their teaching methods for students with dyscalculia, and their collaboration with other experts and parents on this issue. The observation form examined the lesson plan, teaching strategies, use of resources and tools, classroom environment, and evaluation and feedback. Content analysis was used to analyze the obtained data. The data were categorized and analyzed. According to the findings, mathematics teachers lacked sufficient knowledge of and awareness about dyscalculia. Teachers trying to catch up with the curriculum stated that they could not adequately support dyscalculic students. Teachers stated that the social relationships of dyscalculic students with their peers in the classroom varied. Sometimes these relationships were very good, and sometimes they were very bad. Teachers also said that dyscalculic students had negative attitudes toward mathematics because of their low academic performance. Since the content and pace of the lesson were more advanced than the students' level, they were not engaged in the lesson. Teachers generally treated dyscalculic students the same way they treated other students.