Strengthening teacher support to learners experiencing dyscalculia in Grade 3

Abstract

Results from the Trends in International Mathematics and Science Study (TIMSS) and the Annual National Assessment (ANA) provide insight into the notion that learners’ skills and knowledge of mathematics are poor. These results indicate an imperative need to improve learners’ competencies in mathematics. Therefore, this qualitative study aimed to strengthen teacher support to learners experiencing dyscalculia in Grade 3. The identification and support of these learners are imperative to enhance their participation in society in later years (Taylor, Anselmo, Foreman, Schatschneider & Angelopoulos, 2000; Steele, 2004). When dyscalculia is addressed, these learners can be supported through different support systems, which in turn will help to minimise the difficulties they experience (Steele, 2004; Dowker, 2009; Gold & Richards, 2012; Machaba, 2013). This study comprehensively investigated the support that teachers need to ensure that these support systems can be implemented. To this end, the study’s primary research question “How can teachers’ knowledge and skills of supporting learners with dyscalculia in Grade 3 be strengthened?” guided the data generation process as semi-structured interviews with Grade 3 teachers were conducted. To answer this question, the following sub-questions were asked:  What strategies will strengthen teacher support to learners experiencing dyscalculia?  How do teachers support learners experiencing dyscalculia?  What resources do teachers need to support learners experiencing dyscalculia? Grade 3 teachers who took part in the study provided their understanding of the challenges associated with strengthening teacher support to learners experiencing dyscalculia and identified various factors within the classroom that challenge their daily teaching of learners with mathematical learning difficulties. Some of the factors include: learners experiencing mathematical anxiety; too many formal evaluations required by the curriculum; insufficient time dedicated to the teaching and learning of mathematics; and that the language of learning and teaching (LoLT) differs from learners’ home languages. They, furthermore, provided recommendations on what kind of support they need and raised their readiness, confidence and comfort levels to teach these learners successfully. In conclusion, it was recommended that teachers need to receive more and sufficient training and development opportunities to successfully support learners with dyscalculia; an awareness needs to be created regarding different policies and the implementation of these policies to support these learners; and lastly, different resources, such as the time provided for teaching and learning, need to be addressed.

Resultate van die TIMSS en die ANA bied insig in leerders se vaardighede en kennis van wiskunde. Hierdie resultate bewys dat dit uiters swak is en dit dui op ‘n noodsaaklike behoefte om leerders se vermoë in wiskunde te verbeter. Daarom was die doel van hierdie kwalitatiewe studie om onderwyserondersteuning te versterk aan Graad 3 leerders wat dyscalculia ervaar. Die identifisering en ondersteuning van hierdie leerders is noodsaaklik om hul deelname in die samelewing in later jare te verbeter (Taylor, Anselmo, Foreman, Schatschneider & Angelopoulos, 2000; Steele, 2004). As daar aan dyscalculia aandag geskenk word, kan hierdie leerders deur verskillende ondersteuningstelsels ondersteun word en die probleme wat hulle ervaar, kan tot die minmum beperk word (Steele, 2004; Dowker, 2009; Gold & Richards, 2012; Machaba, 2013). Die ondersteuning wat onderwysers benodig om te verseker dat ondersteuningstelsels geïmplementeer word, was breedvoerig ondersoek. Vir hierdie doel, het die primêre navorsingsvraag van die studie “Hoe kan die kennis en vaardighede van onderwysers versterk word om sodoende Graad 3 leerders met dyscalculia te ondersteun?” die studie gelei in die proses van data generering waarin semi-gestruktureerde onderhoude met Graad 3 onderwysers gevoer is. Om hierdie vraag te beantwoord, was die volgende sub-vrae gevra:  Watter strategieë sal onderwyserondersteuning aan leerders met dyscalculia versterk?  Hoe ondersteun onderwysers leerders wat dyscalculia ervaar?  Watter hulpbronne benodig onderwysers om leerders wat dyscalculia ervaar te ondersteun? Graad 3 onderwysers wat aan die studie deelgeneem het, het hulle eie begrip van die uitdagings verbonde aan die versterking van onderwysondersteuning aan leerders wat dyscalculia ondervind geïdentifiseer. Hulle het ook verskillende faktore in die klaskamer geïdentifiseer wat die daaglikse onderrig van leerders met wiskundige leerprobleme die meeste uitdaag. Sommige van die faktore sluit in: leerders wat wiskundige angs ervaar; te veel formele evaluasies soos vereis deur die kurrikulum; onvoldoende tyd toegeken aan die onderrig en leer van wiskunde; asook dat die taal van leer en onderrig verskil van leerders se huistale. Hulle het ook aanbevelings verskaf oor watter soort ondersteuning hulle benodig, en hulle het hul eie gereedheid, vertroue en gemak bespreek ten opsigte van hierdie leerders se suksesvolle onderrig. Ten slotte word aanbeveel dat onderwysers meer en voldoende opleidings- en ontwikkelingsgeleenthede moet ontvang om leerders met dyscalculia suksesvol te ondersteun; daar moet bewustheid geskep word rakende die verskillende beleide en die implementering daarvan om hierdie leerders te ondersteun. Laastens, moet verskillende hulpbronne aangespreek word, soos die tyd wat vir leer en onderrig benodig word.