An active learning strategy for addressing dyscalculia in a mathematics classroom

[摘要] According to the White Paper 6 (DoE, 2001:3), mainstream education shouldprovide an equal and fair education to all learners, regardless of their abilities.In South Africa, there is limited information about learners affected bydyscalculia and about any interventions available for such learners. Moreresearch indicates that dyscalculia is as prevalent as dyslexia in theclassroom environment. However, less research is done on dyscalculia thanon dyslexia. This study seeks to formulate an active learning strategy foraddressing dyscalculia in a mathematics classroom. The Participatory ActionResearch (PAR) method is the chosen method in the study to explore theeffectiveness of an active learning strategy in addressing dyscalculia in amathematics classroom. It also creates an awareness of an existing learningdisability in a mathematics classroom. Critical Emancipatory Research (CER)is the theoretical framework that underpins the study because of its view toemancipate and award an opportunity to transform the lives of the previouslyoppressed, while maintaining the respect and dignity of those participating inthe study. Participants in this study include individuals who are struggling tolearn mathematics and simple numeracy due to dyscalculia, educationstakeholders who are responsible for the teaching and learning ofmathematics in a classroom, an education psychologist, parents of affectedlearners, and a local specialist in dyscalculia. The collected data areanalysed, using Critical Discourse Analysis (CDA). In conclusion, two findingsemerge �?that there is very little awareness of dyscalculia in mainstreameducation and that an active learning strategy (AL strategy) is effective inimproving mathematics performance for all learners, including learners withdyscalculia.

[发布机构] University of the Free State