Diagnosing Dyscalculia: Basis for Math Intervetion Program

Abstract

INTRODUCTION

It is an opportune time to generate awareness of learning disabilities in mathematics. The researcher's interest was awakened due to pupils' struggling in Mathematics at Kaytitinga Elementary School. Five pupils in Grade VI have been diagnosing from dyscalculia-a technical term used in difficulty in acquiring arithmetic skills.

METHODS

This research has utilized purposive sampling, interviews, informal observations, assessment for learning progress, Dyscalculia Screener, (Butterworth, 2003) Master F4-Four Fundamental Operations Portfolio, (Manalo 2012), Progress Report Card, Dyscalculia Assessment were utilized in assessing the level of dyscalculic pupils.

RESULTS

It has been found out from this study that dyscalculic pupils exhibited the following difficulties: learning and recalling times table, confusion with mathematics symbols, misunderstanding place value, lack of understanding mathematical vocabulary, cannot recognize inverse operations, poor number concepts, unable to estimate an answer and finding sequencing too challenging. Overall the demonstrate that diagnostic testing of difficulties highlights fundamental to date. These areas need to be addressed with individual or small group tutoring in order to allow the pupil to progress with the remainder of their peers. "Understandingbreeds confidence. Lack of understanding breeds anxiety, avoidance and the vicious circle of spiraling down as the rest of the class move on." (Brian Butterworth, 2013).

DISCUSSIONS

Based on this research, an effective way of diagnosing dyscalculia can begin from the identification of dyscalculic pupils, second, recognition of the pupils arithmetic difficulties, and lastly, giving of the intervention program. Spiraling down to the pupil's needs and designing of intervention program will be the next focus of this research. This research will serve as an eye-opener to educational supervisor, school heads, respondent school, teachers, and parents in providing mathematical intervention to address dyscalculic pupils in acquiring skills in mathematics.