Pre-service Teachers’ Knowledge and Opinions About Students at Risk for Dyscalculia

Abstract

The purpose of this study is to examine the opinions and knowledge of primary school mathematics pre-service teachers about students with learning disabilities in mathematics. The data collection tool of this study, which was conducted by adopting the case study method from qualitative research methods, is 8 semi-structured questions prepared by the researchers and an expert mathematics educator in the field. In this study, which was carried out within the scope of the 2209/A University students research projects support program, a collective seminar was given to a total of 66 volunteer primary school mathematics pre-service teachers about dyscalculia risk groups. After the basic awareness of the pre-service teachers about dyscalculia risk groups was established, their current information and opinions were obtained with the semi-structured opinion form prepared with the help of Google Forms. The obtained data were examined with the help of content analysis. In the light of the findings, it was seen that almost all of the pre-service teachers knew about mathematics learning disabilities and their results. In addition, it was seen that the pre-service teachers who were informed about the basic causes of mathematics learning disabilities had sufficient knowledge about the methods and techniques they should apply when they encountered this problem. On the other hand, almost half of the participants did not see themselves as sufficient due to their lack of current experience. In line with the findings of the study, it is recommended that especially primary school mathematics pre-service teachers and classroom teachers should be informed more about the subject and that joint projects should be carried out with the help of institutions and organizations where pre-service teachers can gain experience.