Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study

Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study CARLIT CASEY TIBANE, THABO MHLONGO, THELEDI OLIVIA NEO MAFA This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3884817/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates Dyscalculia prevalence and awareness among Grade 10 learners employing a mixed-methods approach. Quantitative analysis using a Dyscalculia standardized test reveals a concerning prevalence of below-average mathematical skills across various domains. Focused group interviews provide qualitative insights into learners' shared struggles and frustrations with mathematics. The study highlights negative perceptions, impacting attitudes and overall academic experiences. Additionally, it exposes a critical gap in teacher awareness and training. The findings emphasize the need for targeted interventions, effective teaching strategies, and increased teacher awareness to enhance mathematics education for learners facing mathematical learning difficulties. The research contributes valuable insights to inform policy decisions and create a more inclusive learning environment for all learners, including those with Dyscalculia. Educational Philosophy and Theory Dyscalculia intervention prevalence awareness INTRODUCTION Dyscalculia, often described as "number blindness," is a learning disability that impedes individuals' ability to comprehend and engage with mathematical concepts and arithmetic operations (Doyle, 2010). This condition is estimated to affect between 2% and 10% of the global population, placing it on par with the prevalence of dyslexia (Butterworth et al., 2011; Bastos et al., 2016). Dyscalculic learners encounter unique challenges in acquiring fundamental arithmetic skills, such as recalling multiplication tables and executing calculation procedures (Devine et al., 2013). Their struggles extend to tasks involving number comparison, counting small numbers or dots, and mastering mathematical procedures like carrying over when the solution exceeds 9. Importantly, dyscalculia is considered a specific difficulty limited to the realm of mathematics (Butterworth et al., 2011). The implications of dyscalculia on learners' academic performance and future prospects are significant. Proficiency in mathematics is a cornerstone for accessing educational and employment opportunities, contributing directly to individuals' socio-economic status (Adhikari, 2013). Recognizing the prevalence and impact of dyscalculia becomes crucial for designing effective support and intervention strategies tailored to affected learners. Teachers play a pivotal role in identifying and supporting learners with learning disabilities. However, dyscalculia often goes undetected, eluding the notice of teachers (Hannell, 2013). Without proper diagnosis and awareness, dyscalculic learners may grapple academically, leading to diminished self-esteem and potential long-term consequences for their educational and personal development. The lack of awareness among teachers further hampers the implementation of effective teaching strategies to address the specific needs of dyscalculic learners. Moreover, the prevalence and awareness of dyscalculia among Grade 10 mathematics learners in South Africa remain inadequately documented and studied. Current research on dyscalculia in this context is limited, necessitating a better understanding to inform educational policies and practices. The Department of Basic Education in South Africa reports a concerning 28.9% of Grade 6 learners failing to achieve a pass mark in mathematics (DBE, 2014). This alarming statistic underscores the urgency to explore the prevalence of dyscalculia and the level of awareness among teachers to address the challenges faced by learners and enhance their mathematical performance. In this study, we aim to investigate the prevalence and awareness of dyscalculia among Grade 10 learners in South Africa, considering the limited existing research in this specific educational context. By shedding light on the situation, we aspire to contribute valuable insights that can inform educational policies, guide effective teaching strategies, and ultimately improve the mathematical performance of Grade 10 learners. In light of the limited research on dyscalculia among Grade 10 learners in South Africa, this study seeks to explore the prevalence and awareness of dyscalculia in this specific educational context. The research addresses the significant impact of dyscalculia on learners' academic performance, emphasizing the role of teachers in identification and support. The study aims to provide valuable insights into the challenges faced by dyscalculic learners, contribute to the development of effective teaching strategies, and inform educational policies to enhance mathematical performance. The primary research question guiding this investigation is: What is the prevalence of dyscalculia among Grade 10 learners in South Africa, and to what extent are teachers aware of and equipped to address the challenges posed by this learning disability? METHODOLOGY Research Design The study adopted a Participatory Action Research (PAR) design, specifically implemented as a case study in a Soshanguve school in South Africa. PAR, a cyclical process involving problem identification, planning, execution, observation, reflection, and re-planning, formed the methodological framework, aligning with democratic, equitable, liberating, and life-improving principles inherent in PAR. This approach allows for a comprehensive exploration of Dyscalculia prevalence and awareness in the specific context of the chosen school (Stringer, 2013). Participants and Sampling The study involved seventy (70) Grade 10 mathematics learners and two ( 2 ) mathematics teachers from the selected school. Purposive sampling ensured diversity in participant backgrounds and experiences, with selection based on willingness and informed consent. The sample size was determined by considering both qualitative data saturation and statistical power in quantitative analysis. The choice of the school was deliberate, focusing on its lower performance in Grade 10 mathematics as a critical factor for investigation (Creswell & Creswell, 2017). Data Collection Dyscalculia Standardized Test: Administered to all Grade 10 mathematics learners, this test featured both multiple-choice and open-ended questions. It was conducted under controlled exam conditions, ensuring data accuracy. Quantitative analysis involved recording learners' scores within a 60-minute timeframe (Shalev et al., 1998). Focused Group Interviews: Teachers and learners participated in interviews exploring their Dyscalculia knowledge and perceptions. The interview questions encompassed both closed and open-ended formats, with sessions lasting approximately 30 minutes. Audio recordings were transcribed verbatim for subsequent thematic analysis (Krueger & Casey, 2000). Data Analysis Statistical analysis of Dyscalculia standardized test scores utilized descriptive statistics, focusing on the percentage of learners scoring below 30% to determine Dyscalculia prevalence. Content analysis was applied to focused group interviews, while thematic analysis of interview transcripts facilitated the identification and categorization of emergent themes (Miles et al., 2014; Braun & Clarke, 2006). Ethical Considerations Participants were assured of information confidentiality, emphasizing voluntary participation and the right to withdraw. The study adhered to ethical guidelines governing research involving human subjects (American Psychological Association, 2017). RESULTS AND DISCUSSIONS The results of this investigation shed light on the prevalence of Dyscalculia among Grade 10 learners in two Soshanguve schools, emphasizing both quantitative and qualitative dimensions. The study employed a Dyscalculia standardized test to quantitatively assess learners' mathematical abilities, complemented by focus group interviews to capture their experiences and perceptions. The Dyscalculia standardized test, encompassing domains such as language ability, visual-spatial ability, cognitive ability, numeracy, and mathematical operational signs, revealed a concerning prevalence of below-average mathematical skills among Grade 10 learners. The categorization of learners scoring below the thirtieth percentile as potentially dyscalculic provided a quantitative measure, allowing for a clear identification of learners struggling with mathematical concepts. The prevalence of Dyscalculia was evident across various domains, highlighting specific challenges within each area. The findings indicate that a significant number of learners faced difficulties in language ability, visual-spatial ability, cognitive ability, numeracy, and mathematical operational signs. The identification of specific areas of struggle is crucial for tailoring interventions to address learners' diverse needs. However, it's important to note that the study lacks a comparative analysis with existing dyscalculia prevalence studies, limiting the ability to contextualize the findings on a broader scale. Each domain of dyscalculia is explored in order to determine the prevalence of dyscalculia details. The presented Table 1 below delineates the prevalence of dyscalculia within the domain of language ability among Grade 10 learners, as discerned from their scores in the Dyscalculia standardized test. This comprehensive analysis aims to illuminate the distribution of scores, facilitating a nuanced understanding of learners' proficiency in solving mathematical word problems. Table 1 Prevalence of dyscalculia on language ability. s/m Percentage No. of Scored Learner score leaners % % 1 90–100 8 100 10.8 2 76–89 23 85.7 31.1 3 60–75 16 71.4 21.6 4 46–59 6 57.1 8.1 5 30–45 10 42.9 13.5 6 20–29 7 28.6 9.4 7 0–19 4 14.3 5.4 Total 74 400 100 A noteworthy majority of learners (10.8%) demonstrated a high level of proficiency, achieving scores in the range of 90–100. This substantial percentage suggests that a considerable portion of the cohort exhibits adeptness in retrieving number facts and effectively employing mathematical signs within the context of word problems. Additionally, a significant proportion of learners (31.1%) falls within the proficient category, scoring between 76 and 89. This indicates a substantial number of learners possessing a solid understanding of mathematical language, although not reaching the highest level of proficiency. On the other hand, a distinct group (21.6%) displayed moderate proficiency, scoring between 60 and 75, suggesting a moderate level of competence in solving mathematical word problems but with discernible room for improvement. Furthermore, a smaller cohort (8.1%) fell below the proficient level, scoring between 46 and 59, indicating the potential need for additional support to enhance their language ability in the context of mathematical problem-solving. Approximately 13.5% of learners scored in the range of 30–45, representing a group with limited proficiency in retrieving number facts and using mathematical signs in word problems. This subgroup may encounter challenges in more intricate problem-solving scenarios. An additional group (9.4%) exhibited low proficiency, scoring between 20 and 29, signifying potential struggles with mathematical language, suggesting the necessity for targeted interventions to bolster their skills. The smallest cohort (5.4%) scored in the range of 0–19, indicating minimal proficiency in language ability related to mathematical word problems. This subgroup may necessitate intensive support and interventions to bridge the proficiency gap. The distribution of scores provides a multifaceted understanding of the prevalence of dyscalculia on language ability, allowing educators to tailor interventions based on the specific needs of learners at different proficiency levels. This analysis serves as a foundational guide for the development of effective strategies to address dyscalculia within the realm of language ability, ultimately enhancing mathematical outcomes for Grade 10 learners. Table 2 below delineates the prevalence of dyscalculia within the domain of visual-spatial ability, encompassing learners' scores on a test protocol evaluating their understanding of symbols and shapes. This specific assessment included items such as square, parallelogram, rectangle, trapezium, kite, and triangle, with learners tasked to identify the number of sides and angles for each shape. Table 2 Prevalence of dyscalculia on visual-spatial ability s/m Percentage No. of Scored Learner score leaners % % 1 90–100 53 100 71.6 2 80–89 2 83.3 2.7 3 60–79 0 66.7 0 4 40–59 3 50 4.1 5 30–39 6 33.3 8.1 6 0–29 10 16.7 13.5 74 100 A substantial majority of learners (71.6%) demonstrated a high level of proficiency, scoring in the range of 90–100. This outcome suggests a commendable understanding of visual-spatial concepts related to the designated shapes, emphasizing a robust foundation in geometry. A smaller subset of learners (2.7%) achieved scores between 80–89, indicating a good level of competence in visual-spatial ability. Although not reaching the highest proficiency, this group showcased a solid grasp of geometric concepts. No learners fell within the range of 60–79, denoting a gap in the moderate proficiency category. The absence of scores in this range implies that learners either excelled with high proficiency or faced challenges indicative of lower proficiency. A modest number of learners (4.1%) scored between 40–59, signifying a moderate level of competence in visual-spatial ability. This group may benefit from additional support to enhance their understanding of shape-related concepts. Approximately 8.1% of learners scored in the range of 30–39, representing a subgroup with limited proficiency in visual-spatial ability. These learners may encounter challenges in accurately identifying and differentiating between geometric shapes. The lowest proficiency level (13.5%) was observed in the 0–29 score range, highlighting a subset of learners who struggled significantly with visual-spatial concepts related to the designated shapes. Interventions tailored to their specific needs may be crucial to foster improvement. The distribution of scores in Table 2 provides insights into the prevalence of dyscalculia on visual-spatial ability. The findings underscore the need for targeted interventions to support learners at varying proficiency levels, ensuring a more comprehensive and inclusive approach to the development of visual-spatial skills within the study cohort. The scores presented in Table 3 below illuminate the prevalence of dyscalculia concerning cognition ability, specifically focusing on Grade 10 learners' performance on a test protocol assessing numerical concepts and numerosity. The foundation for understanding dyscalculia within the cognitive perspective is rooted in the cognitive deficit related to grasping numerical concepts, particularly numerosity (Butterworth, 2003). Table 3 prevalence of dyscalculia on cognition ability s/m Percentage No. of Scored Learner score leaners % % 1 90–100 8 100 10.8 2 80–89 12 83.3 16.2 3 60–79 18 66.7 24.3 4 40–59 15 50 20.3 5 30–39 8 33.3 10.8 0–29 13 16.7 17.6 74 100 A notable proportion of learners (10.8%) achieved the highest proficiency level, scoring in the range of 90–100. This suggests a strong conceptual understanding of numerical principles and numerosity, aligning with the innate nature of numerosity suggested by research (Izard et al., 2009). These learners exhibit advanced cognitive abilities in relation to arithmetic concepts. The next proficiency level, encompassing scores between 80–89, was attained by 16.2% of learners. While not achieving the highest proficiency, this group demonstrated a solid grasp of cognitive concepts related to numerosity, supporting the notion that pre-school children are capable of understanding simple numerical concepts (Izard et al., 2009). A larger cohort of learners (24.3%) fell within the range of 60–79, signifying a moderate level of proficiency in cognition ability. This group showcases competence in understanding numerical concepts, but with room for improvement, suggesting that interventions may be beneficial. The group scoring between 40–59 constituted 20.3% of learners, reflecting a moderate level of competence in cognition ability. These learners may face challenges in grasping more complex numerical concepts, warranting targeted support. Approximately 10.8% of learners scored in the range of 30–39, indicating a subgroup with limited proficiency in cognition ability. These learners may encounter difficulties in understanding and applying certain numerical principles, pointing to the need for tailored interventions. The lowest proficiency level (17.6%) was observed in the 0–29 score range, representing learners who struggled significantly with cognition ability. Interventions designed to enhance their understanding of basic numerical concepts, particularly numerosity, may be crucial. The examination of learners' proficiency in numeracy serves as a crucial component of this study, recognizing the pivotal role numeracy plays in the overall development of mathematical skills and its presented in Table 4 below. The experiment conducted by Rosenberg-Lee et al. (2015), involving learners with dyscalculia, revealed that these learners exhibited slower processing speeds and made errors during mathematical calculations, emphasizing the behavioral perspectives. In alignment with the importance of understanding learners' numeracy skills, the test protocol administered in this study included questions designed to assess the learners' foundational mathematical abilities. Specifically, learners were tasked with determining what comes before and after specific numerical sequences, providing valuable insights into their numeracy proficiency. Table 4 prevalence of dyscalculia on numeracy s/m Percentage No. of Scored Learner score leaners % % 1 81–100 15 100 20.1 2 61–80 9 80 12.7 3 41–60 19 60 25.6 4 31–40 16 40 21.5 5 21–30 0 0 0 6 0–20 15 20 20.1 Total 74 100 One notable observation from the test results, as depicted in Table 4 , is that learners faced challenges in accurately determining what comes before and after given numerical sequences. For instance, when asked what comes before "19999," a question designed to evaluate the understanding of numerical sequencing, a significant number of learners answered "20000" instead of the correct response "19998." Similarly, when prompted with the question "what comes after '39999'?" learners, particularly those with dyscalculia, struggled to provide the accurate answer. The distribution of scores across different percentage ranges indicates varying levels of numeracy proficiency among the learners. A notable group of learners (20.1%) achieved the highest proficiency level, scoring between 81–100. This suggests a solid grasp of numeracy concepts and the ability to accurately identify numerical sequences. The cohort scoring between 61–80 constituted 12.7% of learners, indicating a proficient understanding of numeracy with room for improvement. This group demonstrated competence in numerical sequencing. A larger proportion of learners (25.6%) fell within the 41–60 score range, reflecting a moderate level of numeracy proficiency. These learners displayed an understanding of basic numerical concepts but encountered challenges in more complex sequences. The group scoring between 31–40 comprised 21.5% of learners, signifying a moderate level of numeracy proficiency. Interventions aimed at enhancing their numerical sequencing abilities may be beneficial. Notably, no learners scored within the 21–30 range, and a significant portion (20.1%) fell within the 0–20 score range. These results indicate potential challenges in accurately identifying sequences, reflecting the prevalence of dyscalculia. In the context of this study, the impact of anxiety and discomfort on dyscalculic learners during mathematical operational signs assessment is evident (see Table 5 below). The learners have already been in the assessment room for approximately thirty minutes before tackling the specific test protocol focusing on mathematical operational signs. This prolonged exposure may exacerbate anxiety levels, potentially affecting the performance of learners with dyscalculia. The observed behavior, where dyscalculic learners might avoid completing the test or guess answers due to heightened anxiety, aligns with the challenges outlined by Butterworth et al., 2011. Comparing the completion times of learners without dyscalculia and those suspected of dyscalculia further emphasizes the impact of dyscalculia on test-taking experiences. Learners without dyscalculia were able to complete the test within the initial forty-five minutes, while those suspected of dyscalculia took an additional thirty minutes to finish. This disparity may be attributed to the lower self-esteem prevailing among dyscalculic learners and their challenges with memory recall of mathematical facts. The specific difficulties faced by dyscalculic learners, such as issues with number recognition, confusion of digits, challenges in comparing numerosity, mental arithmetic, and memorization (Hudson & English, 2016), contribute to the observed variations in completion times and test-taking behaviors. The semantic memory sense, examined through a test protocol comprising sixteen items involving addition, subtraction, multiplication, and division, sheds light on the prevalence or non-prevalence of dyscalculia. Table 5 below provides a detailed breakdown of scores, indicating the percentage distribution across different score ranges. Notably, a small group (2.7%) of dyscalculic learners achieved the highest proficiency level (90–100), while a substantial portion (22.9%) fell within the 40–59 score range, reflecting challenges in executing mathematical operations. The diverse score distribution underscores the nuanced nature of dyscalculia's impact on mathematical operational signs, emphasizing the need for tailored interventions to support learners facing these challenges. Table 5 prevalence of dyscalculia on division, multiplication, addition and subtraction s/m Percentage No. of Scored Learner score leaners % % 1 90–100 2 100 2.7 2 80–89 11 81.3 14.8 3 70–79 16 75.0 21.6 4 60–69 16 63.0 21.6 5 40–59 17 50.0 22.9 6 30–39 8 37.5 10.8 7 10–29 3 18.25 4.2 8 0–9 1 6.3 1.4 74 100 The impact of dyscalculia on learners' overall academic performance and behavior in the classroom has been explored before by Butterworth, Varma, and Laurillard (2011). According to their findings, dyscalculic learners exhibit typical reading abilities, engage actively in various subjects, and display appropriate classroom behavior, as long as there is no comorbidity with dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). However, challenges emerge specifically during mathematics lessons, leading to heightened anxiety and discomfort. Ko (2005) noted a tendency among dyscalculic learners to rely on their fingers for calculations rather than retrieving basic mathematical facts. To shed light on these difficulties, the focus group interviews yielded qualitative insights into the attitudes and experiences of learners with mathematics. The consistent theme across participants was the perceived difficulty of mathematics. Learners expressed frustration with the continuous introduction of new concepts, emphasizing the need for practice and assistance. While this qualitative aspect adds depth to the understanding of learners' experiences, the small sample size limits the generalizability of these findings. Teachers' insights into Dyscalculia, obtained through interviews, revealed a concerning lack of awareness and specific knowledge about Dyscalculia. Both teachers displayed limited familiarity with the term and struggled to pinpoint the causes and appropriate interventions. This highlights a critical gap in teacher training, signalling the need for targeted professional development programs to enhance teachers' awareness and competence in addressing Dyscalculia. Table 6 learner interview question and response. INTERVIEW QUESTIONS LEARNER A RESPONSE LEARNER B RESPONSE LEARNER C RESPONSE What is your personal experience in mathematics since the previous grade? I see mathematics as a difficult subject, but we must practice and at home they must help us. Maybe if I get assistance I can do better. Mathematics is a difficult subject cause some of the things we do not understand and most of us have failed the subject in the previous term however some of the things are simple. Sometimes mathematics is a trig subject sometimes you miss steps and sometimes you just remember and gives headache and stress. I see Maths as difficult cause each and every day we learn a new thing and a new thing when we learn, we learn it like in different ways you find that today is explained and tomorrow they continue they do not let us know if the steps when we do are continuing and things are done by pieces and Maths can be simple if we always practice, when we practice at home and at school helping each other and communicating. Maths is difficult cause it has a many sections like trigonometry, geometry and some of them when you are taught you do not understand and when you read from the book is not the as what the teacher puts it, the teacher puts it the way he understands it and no in a way that we all would understand it. What do you like or prefer in mathematics? I do not like mathematics because it is too challenging and too much because some of the sums are too long and when you think you are done you find that some are still remaining so that is what bores me. I do not like Maths at all because it is too challenging, and you find new things and for you to focus hay no... what makes me hate Maths it is one thing, I used to like Maths when you are writing you feel that you are writing the correct thing then you find that you got zero, have you notice that when you write something, you know that the mind is like a sponge when you pour water it absorbs, then we Maths is a difficult subject, when they teach us they must consider us. When its Maths period before after school, and you get home your head is tired you cannot do anything. How does mathematics affect other subjects among other grade 10 subjects? mathematics affects other learning areas because it needs more focus and time and at the end of the lesson you do not understand and you end up thinking that every subject is difficult. mathematics affects other learning areas cause it needs your focus, concentration and end up not understanding subjects. mathematics affects other learning areas because it needs focus and more time and most of the time you find that we do not understand it and you now need to stay at home doing it while you find that there is another subject you do not understand and you find that it is simple to study it. Do you understand when mathematics teachers explain in class? Sometimes they are ok and sometimes they like making jokes when you try to concentrate, and the period is ending and that affect me I do not understand anything mostly in mathematics, because in class there are those that understand and when they teach us, they concentrate in those who understand and we are left behind and we do not get that attention most of the time when they teach, I lose concentration because you find that they are making jokes and other staff. The findings from the learners' responses reveal a collective perception of mathematics as a challenging subject with significant implications for their preferences, attitudes, and overall academic experience. Learners express difficulties in understanding mathematical concepts, emphasizing the need for support and effective teaching strategies. The challenges reported include the continuous introduction of new and complex topics, discrepancies between teaching and textbooks, and issues with teacher approaches such as distractions and jokes. Learners' dislikes for mathematics are rooted in the perceived difficulty, lengthy problem-solving processes, and the disconnect between effort and outcomes. This negative perception extends to the impact of mathematics on their view of other subjects, leading to a belief that every subject is challenging. The struggle to concentrate and understand during mathematics lessons is evident, with learners citing distractions, unequal teacher attention, and challenges in maintaining focus. The study highlights a shared struggle among Grade 10 learners, emphasizing the need for targeted interventions, improved teaching strategies, and increased teacher awareness to enhance the comprehension and overall experience of mathematics education. The findings underscore the importance of addressing the unique challenges posed by dyscalculia to improve the mathematical performance of learners in this specific educational context. The study also delved into the perceptions and experiences of two Grade 10 mathematics teachers, Teacher A and Teacher B, concerning learning disabilities, with a specific focus on Dyscalculia. Table 7 Teachers interview question and response. Interview questions Teacher A responses Teacher B responses What is your perception on Concept of learning disability? Difficulties to learn, struggle to understand what is to be learnt or taught; learners finding themselves frustrated when asked to read or write because of learning difficulties. Learners with disability find it difficult to read and understand what is written, which really makes it difficult for them to answer questions taught. this can be described as an inability to learn, whereby a learner does not cope in learning or is unable to understand the content taught by the teacher. This can be caused by how a teacher conveys a message, methods used by a teacher toward a learner and can be caused by the mental state of a learner. What are your Experiences with learning disable learners? Never experienced working with disabled learners, however, (I) understand that being disabled physically does not always mean that a learner has a learning disability. they need more attention since they require different teaching methods. They do not adapt easily they tends to forget, everything that has been taught. What is your perception with the Concept of mathematical disability/dyscalculia? To struggle to work with numbers with numbers which is an exceptional case because in most cases you‟ll find who excel in all other subjects but struggle a lot with mathematics and making sense of how numbers operate. Most learners who have a problem in mathematics cannot even understand a simple operation like addition. I never heard the term dyscalculia; it is for the first time I hear of it. I refer to learners that are struggling in mathematics as mathematical disable learners. This means difficult in understanding Maths due to their mental state, metal state can be a result of any kind of abuse perception or experiencing at home. Have you acquired and Information about dyscalculia in the in-service training and academic course? learners with mathematical disability or dyscalculia were never mentioned in the academic course (teachers training), which is why in most cases teachers find it difficult to assist these learners in successful way. What is always emphasized to teachers about learners with learning disabilities is "intervention", which is also a problem to learners who are dyscalculia because as a teacher you always have to come up with an easy way for learners to understand the subject, but it is difficult to reach learners with mathematical disabilities. In the academic cause there was no topic that focuses on dyscalculia however there is a topic that focused on inclusive education. Inclusive education comprises of different types of learning hence different learners learn in different ways. In your perception, what are the Causes of mathematical learning disability/dyscalculia? It could be caused by the way Maths was introduced to learners as an individual in a first grade or even before that. I believe numbers should be introduced to children at a very early age, it could be in a form of toys or the things children play with when they are still babies, if that was not taken into consideration a learner might find it difficult to deal with numbers and how they work as they grow. lack of teachers‟ mathematical content, stress, early parenthood, domestic violence. Physical disabilities like deafness and blindness are the major causes of learning disabilities. These factors cannot be minimized for mathematics learning disability. What Assessments can be used for dyscalculic learners? The assessments given to learners are common there is no special activity given to a certain group of learners that we think might be having difficulties in Maths, except for giving an intervention assessment after the diagnostic has been done. else. You must apply Blooms taxonomy with more questions on the basics. Group Dyscalculic: to assess dyscalculic learners you must know if the problem is with Maths or something learners with fast learners and assess them through group discussions. What teaching techniques can be implemented to assist learners with dyscalculia? Techniques could only be implemented if teachers were aware of dyscalculia and the measures to be taken should they find themselves having a learner with that condition in a classroom. extra lessons, more podium for those learners, display more chats around the classroom, more examples and class activities. Which teaching methods can be used to assist learners with dyscalculia? Teaching methods and resources used in class are to cater every learner in a class, however it's taken into consideration that learners do not respond the same way to a lesson, so slow learners are given extended opportunities, it could be during the same period when the fast learners are given an activity to do or using the fast learners as group leaders to assist those who take time to understand, this is done because sometimes learners understand their peers better. So, peer teaching is allowed if a teacher is there to monitor. scaffolding method, learner teacher discussions, learner to learner discussions, and elaboration, one on one lesson, charts and textbooks for visual learners. The overarching theme that emerged from the responses was a notable lack of awareness and understanding of Dyscalculia among the teachers, leading to challenges in effectively recognizing and assisting learners with mathematical learning difficulties. The concept of learning disabilities was approached differently by the two teachers. Teacher A viewed it as challenges in understanding and learning, particularly in reading and writing, associating it with frustration and difficulty in answering questions. On the other hand, Teacher B defined learning disabilities as an inability to learn, influenced by teaching methods, teacher-learner interactions, and the mental state of learners. When asked about their experiences with learning disabled learners, Teacher A admitted to having no direct experience but emphasized the need to differentiate between physical and learning disabilities. In contrast, Teacher B acknowledged the necessity for more attention and different teaching methods for disabled learners, highlighting their difficulty in adapting and tendency to forget. Concerning the concept of mathematical disability or Dyscalculia, Teacher A recognized learners struggling with numbers and suggested that Dyscalculic learners often excel in other subjects. However, Teacher B, unfamiliar with the term Dyscalculia, referred to learners struggling in mathematics as "mathematical disable learners," linking the difficulty to potential abuse or stress. In terms of information acquired about Dyscalculia in training, both teachers revealed a gap in their academic preparation. Teacher A stated that Dyscalculia was not mentioned in academic training, highlighting the lack of preparation for assisting learners with mathematical disabilities. Teacher B mentioned no specific topic on Dyscalculia but emphasized inclusive education, aimed at addressing diverse learning needs. The causes of mathematical learning disability/Dyscalculia were discussed by both teachers, with Teacher A attributing difficulties to how numbers were introduced to learners at an early age. Teacher B suggested causes such as a lack of teacher mathematical content, stress, early parenthood, domestic violence, and physical disabilities. When questioned about the diagnosis/assessment tool for Dyscalculic learners, both teachers revealed a lack of specific tools. Assessments provided were common, and there were no special activities designated for learners with potential mathematical disabilities. Regarding techniques to assist learners with Dyscalculia, Teacher A emphasized the need for awareness before implementing techniques, while Teacher B suggested extra lessons, visual aids, and more class activities for Dyscalculic learners. In terms of teaching methods and resources for Dyscalculic learners, both teachers admitted to using general teaching methods, including peer teaching, scaffolding, discussions, and one-on-one lessons. The limited awareness of Dyscalculia restricts the adoption of specialized methods that could better cater to the needs of learners with mathematical learning difficulties. The findings highlight a critical gap in the awareness and understanding of Dyscalculia among Grade 10 mathematics teachers. This deficiency in knowledge and training impedes the effective identification and support for learners with mathematical learning difficulties, emphasizing the need for targeted professional development and awareness programs within the educational system. Addressing this gap is pivotal for fostering an inclusive learning environment that accommodates the diverse needs of all learners, including those with Dyscalculia. CONCLUSION The comprehensive investigation into Dyscalculia prevalence and awareness among Grade 10 learners’ sheds light on significant challenges faced by learners and highlights critical gaps in teacher awareness and training. The study employed a mixed-methods approach, incorporating a Dyscalculia standardized test and focused group interviews, to offer a nuanced understanding of both quantitative and qualitative dimensions. The quantitative analysis revealed a concerning prevalence of below-average mathematical skills among Grade 10 learners across various domains, including language ability, visual-spatial ability, cognition, numeracy, and mathematical operational signs. The categorization of learners scoring below the thirtieth percentile provided a clear identification of those potentially experiencing dyscalculia. The prevalence varied across domains, emphasizing the need for targeted interventions tailored to the specific challenges within each area. The qualitative insights from focus group interviews underscored learners' shared struggles and frustrations with mathematics, highlighting difficulties in understanding new concepts, lengthy problem-solving processes, and challenges in concentration during lessons. Learners expressed negative perceptions of mathematics, impacting their attitudes towards the subject and influencing their overall academic experience. The findings suggest a collective need for support, effective teaching strategies, and increased teacher awareness to enhance the comprehension and overall experience of mathematics education. The study also explored teachers' perceptions and experiences, revealing a notable lack of awareness and understanding of Dyscalculia among Grade 10 mathematics teachers. This deficiency in knowledge and training impedes the effective identification and support for learners with mathematical learning difficulties, emphasizing the need for targeted professional development and awareness programs within the educational system. The study contributes valuable insights into the prevalence of Dyscalculia and the experiences of Grade 10 learners in Soshanguve schools. The findings underscore the importance of addressing the unique challenges posed by dyscalculia to improve mathematical performance and overall well-being among learners in this specific educational context. The study advocates for informed policy decisions, targeted interventions, and enhanced teacher training to create a more inclusive learning environment that accommodates the diverse needs of all learners, including those with Dyscalculia. Ultimately, the research serves as a foundation for ongoing efforts to improve mathematics education and support learners facing mathematical learning difficulties in South African secondary schools. REFERENCES Adhikari, K. (2014). Assessment of the Awareness of Dyscalculia Among Dyscalculia Primary Teachers (A Case Study of Chuhandanda VDC). American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. Bastos, J.A., Cecato, A.M.T., Martins, M.R.I., Grecca, K.R.R. & Pierini, R., 2016. The prevalence of developmental dyscalculia in Brazilian public school system. Arquivos de neuro-psiquiatria, 74(3):201-206. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Butterworth, B. (2003). Dyscalculia screener: Highlighting children with specific learning difficulties in mathematics. Retrieved from http://sebastien.brunekreef.co/dyscalculie/Dyscalculia_Screener_Manual.pdf Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From Brain to Education. Science, 332(6033), 1049-1053. Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications. Department of basic education. (2014). In https://www.education.gov.za/Portals/0/Documents/Reports/REPORT%20ON%20THE%20ANA%20OF%202014.pdf?ver=2014-12-04-104938-000. Devine, A., Soltesz, F., Nobes, A., Goswami, U., & Szucs, D. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction, 27, 31–39. https://doi.org/10.1016/j.learninstruc.2013.01.002 Doyle, A. (2010). Dyscalculia and Mathematical Difficulties: Implications for Transition to Higher Education in the Republic of Ireland: University of Dublin Trinity College. Hannell, G. (2013). Dyscalculia: Action plans for successful learning in mathematics (2nd ed.). Oxon, UK: Routledge Hudson, D., & English, J. (2016). Specific learning difficulties: what teachers need to know. London: Jessica Kingsley. Izarda, V., Sannb, C., Spelkea, E. S. and Strerib, A., (2009), ‘Newborn infants perceive abstract numbers’, PNAS, (106), 49 available from http://www.pnas.org/content/early/2009/06/11/0812142106.full.pdf+html Ko, H. W. (2005). The diagnosis of arithmetic learning disabilities. Bulletin of Special Education, 29, 113-126. Krueger, R. A., & Casey, M. A. (2000). Focus Groups: A Practical Guide for Applied Research (3rd ed.). Sage Publications. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications. Rosenberg - Lee, M., Ashkenazi, S., Chen, T., Young, C.B., Geary, D.C. and Menon, V., 2015. Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. Developmental science, 18(3):351-372. Shalev, R. S., Auerbach, J., Manor, O., & Gross-Tsur, V. (1998). Developmental Dyscalculia: Prevalence and Demographic Features. Developmental Medicine & Child Neurology, 40(2), 260–267. Stringer, E. (2013). Action Research (4th ed.). Sage Publications. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3884817","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":268360692,"identity":"8dbcb7d6-43e7-40d8-8ad3-e9c26c7646ea","order_by":0,"name":"CARLIT CASEY TIBANE","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+UlEQVRIiWNgGAWjYFADZh4QaQPEjI0HiFBvwMAD0ZIG0tJApBYGsJbDYC5eLfztxx8+5qn5w2DPznvwc0HFebu17YeBttTYROPSInEmx9iY5xjIYXzJ0jPO3E7ediYRqOVYWm4DThflsEnzNoD9YiDN23Y72ewAUAtjw2HcWvifP/8N1WL8m/ffuWSz8w8JaJFIMGOGajEDWnfAzuwGAVskbrwxlpxzzJiH5zBfmjXPseQEsxtAWxLw+IW/P/3hhzc1cnLs/WcP3+apsbM3O5/+8MGHGhucWkCACRgjPDBOIlhlAh7lIMD4A4ljT0DxKBgFo2AUjEAAAEIGWE8GscLtAAAAAElFTkSuQmCC","orcid":"","institution":"tshwane university of technology","correspondingAuthor":true,"prefix":"","firstName":"CARLIT","middleName":"CASEY","lastName":"TIBANE","suffix":""},{"id":268360807,"identity":"ea20b4a6-bf34-4df4-af27-45a0be80240d","order_by":1,"name":"THABO MHLONGO","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2ElEQVRIiWNgGAWjYNCCCon6fgkwS0KGoGIeMHnGhnHmDAbGBqAWHuK0MLalMW64AdbCQFiLPQN34ufCtsPMxrebjz+6UWPBw8B++OgG/Lbwbpaece4wm9mdY4nNOceADuNJS7tBQMsGaZ6ywzxmN3IMm3PYgFokgGxCtvzmYTssYTwDpOUfcVq2SfO0pRkYSAC15LYRo+Uw7zZrnjM2CRI30hJn5/ZJ8LAR8gt7e+/m2zwVEgn8M5IPfM75VifHz374GF4tDMzoAmx4lY+CUTAKRsEoIAoAAFWGQb68n9qyAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0002-9814-5691","institution":"TSHWANE UNIVERSITY OF TECHNOLOGY","correspondingAuthor":true,"prefix":"","firstName":"THABO","middleName":"","lastName":"MHLONGO","suffix":""},{"id":268360980,"identity":"78b8f85b-7ffe-42c1-b5a7-91f3ed525e21","order_by":2,"name":"THELEDI OLIVIA NEO MAFA","email":"","orcid":"","institution":"tshwane university of technology","correspondingAuthor":false,"prefix":"","firstName":"THELEDI","middleName":"OLIVIA NEO","lastName":"MAFA","suffix":""}],"badges":[],"createdAt":"2024-01-21 13:16:42","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false,"coiExplicitlySet":false},"doi":"10.21203/rs.3.rs-3884817/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3884817/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":50041682,"identity":"737f8702-cb71-416a-947d-5c502c72ea04","added_by":"auto","created_at":"2024-01-23 15:44:13","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":312636,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3884817/v1/921e17ec-4de5-4e13-a1ae-05ab01364a17.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eExploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eDyscalculia, often described as \"number blindness,\" is a learning disability that impedes individuals' ability to comprehend and engage with mathematical concepts and arithmetic operations (Doyle, 2010). This condition is estimated to affect between 2% and 10% of the global population, placing it on par with the prevalence of dyslexia (Butterworth et al., 2011; Bastos et al., 2016). Dyscalculic learners encounter unique challenges in acquiring fundamental arithmetic skills, such as recalling multiplication tables and executing calculation procedures (Devine et al., 2013). Their struggles extend to tasks involving number comparison, counting small numbers or dots, and mastering mathematical procedures like carrying over when the solution exceeds 9. Importantly, dyscalculia is considered a specific difficulty limited to the realm of mathematics (Butterworth et al., 2011).\u003c/p\u003e \u003cp\u003eThe implications of dyscalculia on learners' academic performance and future prospects are significant. Proficiency in mathematics is a cornerstone for accessing educational and employment opportunities, contributing directly to individuals' socio-economic status (Adhikari, 2013). Recognizing the prevalence and impact of dyscalculia becomes crucial for designing effective support and intervention strategies tailored to affected learners.\u003c/p\u003e \u003cp\u003eTeachers play a pivotal role in identifying and supporting learners with learning disabilities. However, dyscalculia often goes undetected, eluding the notice of teachers (Hannell, 2013). Without proper diagnosis and awareness, dyscalculic learners may grapple academically, leading to diminished self-esteem and potential long-term consequences for their educational and personal development. The lack of awareness among teachers further hampers the implementation of effective teaching strategies to address the specific needs of dyscalculic learners.\u003c/p\u003e \u003cp\u003eMoreover, the prevalence and awareness of dyscalculia among Grade 10 mathematics learners in South Africa remain inadequately documented and studied. Current research on dyscalculia in this context is limited, necessitating a better understanding to inform educational policies and practices. The Department of Basic Education in South Africa reports a concerning 28.9% of Grade 6 learners failing to achieve a pass mark in mathematics (DBE, 2014). This alarming statistic underscores the urgency to explore the prevalence of dyscalculia and the level of awareness among teachers to address the challenges faced by learners and enhance their mathematical performance.\u003c/p\u003e \u003cp\u003eIn this study, we aim to investigate the prevalence and awareness of dyscalculia among Grade 10 learners in South Africa, considering the limited existing research in this specific educational context. By shedding light on the situation, we aspire to contribute valuable insights that can inform educational policies, guide effective teaching strategies, and ultimately improve the mathematical performance of Grade 10 learners. In light of the limited research on dyscalculia among Grade 10 learners in South Africa, this study seeks to explore the prevalence and awareness of dyscalculia in this specific educational context. The research addresses the significant impact of dyscalculia on learners' academic performance, emphasizing the role of teachers in identification and support. The study aims to provide valuable insights into the challenges faced by dyscalculic learners, contribute to the development of effective teaching strategies, and inform educational policies to enhance mathematical performance. The primary research question guiding this investigation is: \u003cem\u003eWhat is the prevalence of dyscalculia among Grade 10 learners in South Africa, and to what extent are teachers aware of and equipped to address the challenges posed by this learning disability?\u003c/em\u003e\u003c/p\u003e"},{"header":"METHODOLOGY","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThe study adopted a Participatory Action Research (PAR) design, specifically implemented as a case study in a Soshanguve school in South Africa. PAR, a cyclical process involving problem identification, planning, execution, observation, reflection, and re-planning, formed the methodological framework, aligning with democratic, equitable, liberating, and life-improving principles inherent in PAR. This approach allows for a comprehensive exploration of Dyscalculia prevalence and awareness in the specific context of the chosen school (Stringer, 2013).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eParticipants and Sampling\u003c/h2\u003e \u003cp\u003eThe study involved seventy (70) Grade 10 mathematics learners and two (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) mathematics teachers from the selected school. Purposive sampling ensured diversity in participant backgrounds and experiences, with selection based on willingness and informed consent. The sample size was determined by considering both qualitative data saturation and statistical power in quantitative analysis. The choice of the school was deliberate, focusing on its lower performance in Grade 10 mathematics as a critical factor for investigation (Creswell \u0026amp; Creswell, 2017).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eData Collection\u003c/h2\u003e \u003cp\u003eDyscalculia Standardized Test: Administered to all Grade 10 mathematics learners, this test featured both multiple-choice and open-ended questions. It was conducted under controlled exam conditions, ensuring data accuracy. Quantitative analysis involved recording learners' scores within a 60-minute timeframe (Shalev et al., 1998).\u003c/p\u003e \u003cp\u003eFocused Group Interviews: Teachers and learners participated in interviews exploring their Dyscalculia knowledge and perceptions. The interview questions encompassed both closed and open-ended formats, with sessions lasting approximately 30 minutes. Audio recordings were transcribed verbatim for subsequent thematic analysis (Krueger \u0026amp; Casey, 2000).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eStatistical analysis of Dyscalculia standardized test scores utilized descriptive statistics, focusing on the percentage of learners scoring below 30% to determine Dyscalculia prevalence. Content analysis was applied to focused group interviews, while thematic analysis of interview transcripts facilitated the identification and categorization of emergent themes (Miles et al., 2014; Braun \u0026amp; Clarke, 2006).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eEthical Considerations\u003c/h2\u003e \u003cp\u003e Participants were assured of information confidentiality, emphasizing voluntary participation and the right to withdraw. The study adhered to ethical guidelines governing research involving human subjects (American Psychological Association, 2017).\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULTS AND DISCUSSIONS","content":"\u003cp\u003eThe results of this investigation shed light on the prevalence of Dyscalculia among Grade 10 learners in two Soshanguve schools, emphasizing both quantitative and qualitative dimensions. The study employed a Dyscalculia standardized test to quantitatively assess learners' mathematical abilities, complemented by focus group interviews to capture their experiences and perceptions. The Dyscalculia standardized test, encompassing domains such as language ability, visual-spatial ability, cognitive ability, numeracy, and mathematical operational signs, revealed a concerning prevalence of below-average mathematical skills among Grade 10 learners. The categorization of learners scoring below the thirtieth percentile as potentially dyscalculic provided a quantitative measure, allowing for a clear identification of learners struggling with mathematical concepts.\u003c/p\u003e \u003cp\u003eThe prevalence of Dyscalculia was evident across various domains, highlighting specific challenges within each area. The findings indicate that a significant number of learners faced difficulties in language ability, visual-spatial ability, cognitive ability, numeracy, and mathematical operational signs. The identification of specific areas of struggle is crucial for tailoring interventions to address learners' diverse needs. However, it's important to note that the study lacks a comparative analysis with existing dyscalculia prevalence studies, limiting the ability to contextualize the findings on a broader scale.\u003c/p\u003e \u003cp\u003eEach domain of dyscalculia is explored in order to determine the prevalence of dyscalculia details. The presented Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below delineates the prevalence of dyscalculia within the domain of language ability among Grade 10 learners, as discerned from their scores in the Dyscalculia standardized test. This comprehensive analysis aims to illuminate the distribution of scores, facilitating a nuanced understanding of learners' proficiency in solving mathematical word problems.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePrevalence of dyscalculia on language ability.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003es/m\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo. of\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScored\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLearner\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003escore\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eleaners\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e90\u0026ndash;100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e76\u0026ndash;89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e85.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e31.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e60\u0026ndash;75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e71.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46\u0026ndash;59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026ndash;29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u0026ndash;19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e400\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA noteworthy majority of learners (10.8%) demonstrated a high level of proficiency, achieving scores in the range of 90\u0026ndash;100. This substantial percentage suggests that a considerable portion of the cohort exhibits adeptness in retrieving number facts and effectively employing mathematical signs within the context of word problems. Additionally, a significant proportion of learners (31.1%) falls within the proficient category, scoring between 76 and 89. This indicates a substantial number of learners possessing a solid understanding of mathematical language, although not reaching the highest level of proficiency.\u003c/p\u003e \u003cp\u003eOn the other hand, a distinct group (21.6%) displayed moderate proficiency, scoring between 60 and 75, suggesting a moderate level of competence in solving mathematical word problems but with discernible room for improvement. Furthermore, a smaller cohort (8.1%) fell below the proficient level, scoring between 46 and 59, indicating the potential need for additional support to enhance their language ability in the context of mathematical problem-solving.\u003c/p\u003e \u003cp\u003eApproximately 13.5% of learners scored in the range of 30\u0026ndash;45, representing a group with limited proficiency in retrieving number facts and using mathematical signs in word problems. This subgroup may encounter challenges in more intricate problem-solving scenarios. An additional group (9.4%) exhibited low proficiency, scoring between 20 and 29, signifying potential struggles with mathematical language, suggesting the necessity for targeted interventions to bolster their skills. The smallest cohort (5.4%) scored in the range of 0\u0026ndash;19, indicating minimal proficiency in language ability related to mathematical word problems. This subgroup may necessitate intensive support and interventions to bridge the proficiency gap.\u003c/p\u003e \u003cp\u003eThe distribution of scores provides a multifaceted understanding of the prevalence of dyscalculia on language ability, allowing educators to tailor interventions based on the specific needs of learners at different proficiency levels. This analysis serves as a foundational guide for the development of effective strategies to address dyscalculia within the realm of language ability, ultimately enhancing mathematical outcomes for Grade 10 learners.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e below delineates the prevalence of dyscalculia within the domain of visual-spatial ability, encompassing learners' scores on a test protocol evaluating their understanding of symbols and shapes. This specific assessment included items such as square, parallelogram, rectangle, trapezium, kite, and triangle, with learners tasked to identify the number of sides and angles for each shape.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePrevalence of dyscalculia on visual-spatial ability\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003es/m\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo. of\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScored\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLearner\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003escore\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eleaners\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e90\u0026ndash;100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e71.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e80\u0026ndash;89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e83.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e60\u0026ndash;79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e66.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u0026ndash;29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA substantial majority of learners (71.6%) demonstrated a high level of proficiency, scoring in the range of 90\u0026ndash;100. This outcome suggests a commendable understanding of visual-spatial concepts related to the designated shapes, emphasizing a robust foundation in geometry. A smaller subset of learners (2.7%) achieved scores between 80\u0026ndash;89, indicating a good level of competence in visual-spatial ability. Although not reaching the highest proficiency, this group showcased a solid grasp of geometric concepts. No learners fell within the range of 60\u0026ndash;79, denoting a gap in the moderate proficiency category. The absence of scores in this range implies that learners either excelled with high proficiency or faced challenges indicative of lower proficiency.\u003c/p\u003e \u003cp\u003eA modest number of learners (4.1%) scored between 40\u0026ndash;59, signifying a moderate level of competence in visual-spatial ability. This group may benefit from additional support to enhance their understanding of shape-related concepts. Approximately 8.1% of learners scored in the range of 30\u0026ndash;39, representing a subgroup with limited proficiency in visual-spatial ability. These learners may encounter challenges in accurately identifying and differentiating between geometric shapes. The lowest proficiency level (13.5%) was observed in the 0\u0026ndash;29 score range, highlighting a subset of learners who struggled significantly with visual-spatial concepts related to the designated shapes. Interventions tailored to their specific needs may be crucial to foster improvement.\u003c/p\u003e \u003cp\u003eThe distribution of scores in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e provides insights into the prevalence of dyscalculia on visual-spatial ability. The findings underscore the need for targeted interventions to support learners at varying proficiency levels, ensuring a more comprehensive and inclusive approach to the development of visual-spatial skills within the study cohort.\u003c/p\u003e \u003cp\u003eThe scores presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e below illuminate the prevalence of dyscalculia concerning cognition ability, specifically focusing on Grade 10 learners' performance on a test protocol assessing numerical concepts and numerosity. The foundation for understanding dyscalculia within the cognitive perspective is rooted in the cognitive deficit related to grasping numerical concepts, particularly numerosity (Butterworth, 2003).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eprevalence of dyscalculia on cognition ability\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003es/m\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo. of\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScored\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLearner\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003escore\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eleaners\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e90\u0026ndash;100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e80\u0026ndash;89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e83.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e60\u0026ndash;79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e66.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e24.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u0026ndash;29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA notable proportion of learners (10.8%) achieved the highest proficiency level, scoring in the range of 90\u0026ndash;100. This suggests a strong conceptual understanding of numerical principles and numerosity, aligning with the innate nature of numerosity suggested by research (Izard et al., 2009). These learners exhibit advanced cognitive abilities in relation to arithmetic concepts. The next proficiency level, encompassing scores between 80\u0026ndash;89, was attained by 16.2% of learners. While not achieving the highest proficiency, this group demonstrated a solid grasp of cognitive concepts related to numerosity, supporting the notion that pre-school children are capable of understanding simple numerical concepts (Izard et al., 2009). A larger cohort of learners (24.3%) fell within the range of 60\u0026ndash;79, signifying a moderate level of proficiency in cognition ability. This group showcases competence in understanding numerical concepts, but with room for improvement, suggesting that interventions may be beneficial. The group scoring between 40\u0026ndash;59 constituted 20.3% of learners, reflecting a moderate level of competence in cognition ability. These learners may face challenges in grasping more complex numerical concepts, warranting targeted support.\u003c/p\u003e \u003cp\u003eApproximately 10.8% of learners scored in the range of 30\u0026ndash;39, indicating a subgroup with limited proficiency in cognition ability. These learners may encounter difficulties in understanding and applying certain numerical principles, pointing to the need for tailored interventions. The lowest proficiency level (17.6%) was observed in the 0\u0026ndash;29 score range, representing learners who struggled significantly with cognition ability. Interventions designed to enhance their understanding of basic numerical concepts, particularly numerosity, may be crucial.\u003c/p\u003e \u003cp\u003eThe examination of learners' proficiency in numeracy serves as a crucial component of this study, recognizing the pivotal role numeracy plays in the overall development of mathematical skills and its presented in Table \u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e below. The experiment conducted by Rosenberg-Lee et al. (2015), involving learners with dyscalculia, revealed that these learners exhibited slower processing speeds and made errors during mathematical calculations, emphasizing the behavioral perspectives.\u003c/p\u003e \u003cp\u003eIn alignment with the importance of understanding learners' numeracy skills, the test protocol administered in this study included questions designed to assess the learners' foundational mathematical abilities. Specifically, learners were tasked with determining what comes before and after specific numerical sequences, providing valuable insights into their numeracy proficiency.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eprevalence of dyscalculia on numeracy\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003es/m\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo. of\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScored\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLearner\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003escore\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eleaners\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e81\u0026ndash;100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e61\u0026ndash;80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41\u0026ndash;60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026ndash;30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u0026ndash;20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOne notable observation from the test results, as depicted in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, is that learners faced challenges in accurately determining what comes before and after given numerical sequences. For instance, when asked what comes before \"19999,\" a question designed to evaluate the understanding of numerical sequencing, a significant number of learners answered \"20000\" instead of the correct response \"19998.\" Similarly, when prompted with the question \"what comes after '39999'?\" learners, particularly those with dyscalculia, struggled to provide the accurate answer.\u003c/p\u003e \u003cp\u003eThe distribution of scores across different percentage ranges indicates varying levels of numeracy proficiency among the learners. A notable group of learners (20.1%) achieved the highest proficiency level, scoring between 81\u0026ndash;100. This suggests a solid grasp of numeracy concepts and the ability to accurately identify numerical sequences. The cohort scoring between 61\u0026ndash;80 constituted 12.7% of learners, indicating a proficient understanding of numeracy with room for improvement. This group demonstrated competence in numerical sequencing.\u003c/p\u003e \u003cp\u003eA larger proportion of learners (25.6%) fell within the 41\u0026ndash;60 score range, reflecting a moderate level of numeracy proficiency. These learners displayed an understanding of basic numerical concepts but encountered challenges in more complex sequences. The group scoring between 31\u0026ndash;40 comprised 21.5% of learners, signifying a moderate level of numeracy proficiency. Interventions aimed at enhancing their numerical sequencing abilities may be beneficial. Notably, no learners scored within the 21\u0026ndash;30 range, and a significant portion (20.1%) fell within the 0\u0026ndash;20 score range. These results indicate potential challenges in accurately identifying sequences, reflecting the prevalence of dyscalculia.\u003c/p\u003e \u003cp\u003eIn the context of this study, the impact of anxiety and discomfort on dyscalculic learners during mathematical operational signs assessment is evident (see Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e below). The learners have already been in the assessment room for approximately thirty minutes before tackling the specific test protocol focusing on mathematical operational signs. This prolonged exposure may exacerbate anxiety levels, potentially affecting the performance of learners with dyscalculia. The observed behavior, where dyscalculic learners might avoid completing the test or guess answers due to heightened anxiety, aligns with the challenges outlined by Butterworth et al., 2011.\u003c/p\u003e \u003cp\u003eComparing the completion times of learners without dyscalculia and those suspected of dyscalculia further emphasizes the impact of dyscalculia on test-taking experiences. Learners without dyscalculia were able to complete the test within the initial forty-five minutes, while those suspected of dyscalculia took an additional thirty minutes to finish. This disparity may be attributed to the lower self-esteem prevailing among dyscalculic learners and their challenges with memory recall of mathematical facts.\u003c/p\u003e \u003cp\u003eThe specific difficulties faced by dyscalculic learners, such as issues with number recognition, confusion of digits, challenges in comparing numerosity, mental arithmetic, and memorization (Hudson \u0026amp; English, 2016), contribute to the observed variations in completion times and test-taking behaviors. The semantic memory sense, examined through a test protocol comprising sixteen items involving addition, subtraction, multiplication, and division, sheds light on the prevalence or non-prevalence of dyscalculia.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e below provides a detailed breakdown of scores, indicating the percentage distribution across different score ranges. Notably, a small group (2.7%) of dyscalculic learners achieved the highest proficiency level (90\u0026ndash;100), while a substantial portion (22.9%) fell within the 40\u0026ndash;59 score range, reflecting challenges in executing mathematical operations. The diverse score distribution underscores the nuanced nature of dyscalculia's impact on mathematical operational signs, emphasizing the need for tailored interventions to support learners facing these challenges.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eprevalence of dyscalculia on division, multiplication, addition and subtraction\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003es/m\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo. of\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScored\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLearner\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003escore\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eleaners\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e90\u0026ndash;100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e80\u0026ndash;89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e81.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e70\u0026ndash;79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e75.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e60\u0026ndash;69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e63.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u0026ndash;29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u0026ndash;9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe impact of dyscalculia on learners' overall academic performance and behavior in the classroom has been explored before by Butterworth, Varma, and Laurillard (2011). According to their findings, dyscalculic learners exhibit typical reading abilities, engage actively in various subjects, and display appropriate classroom behavior, as long as there is no comorbidity with dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). However, challenges emerge specifically during mathematics lessons, leading to heightened anxiety and discomfort. Ko (2005) noted a tendency among dyscalculic learners to rely on their fingers for calculations rather than retrieving basic mathematical facts.\u003c/p\u003e \u003cp\u003eTo shed light on these difficulties, the focus group interviews yielded qualitative insights into the attitudes and experiences of learners with mathematics. The consistent theme across participants was the perceived difficulty of mathematics. Learners expressed frustration with the continuous introduction of new concepts, emphasizing the need for practice and assistance. While this qualitative aspect adds depth to the understanding of learners' experiences, the small sample size limits the generalizability of these findings. Teachers' insights into Dyscalculia, obtained through interviews, revealed a concerning lack of awareness and specific knowledge about Dyscalculia. Both teachers displayed limited familiarity with the term and struggled to pinpoint the causes and appropriate interventions. This highlights a critical gap in teacher training, signalling the need for targeted professional development programs to enhance teachers' awareness and competence in addressing Dyscalculia.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003elearner interview question and response.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eINTERVIEW QUESTIONS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLEARNER A RESPONSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLEARNER B RESPONSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLEARNER C RESPONSE\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat is your personal experience in mathematics since the previous grade?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI see mathematics as a difficult subject, but we must practice and at home they must help us. Maybe if I get assistance I can do better. Mathematics is a difficult subject cause some of the things we do not understand and most of us have failed the subject in the previous term however some of the things are simple. Sometimes mathematics is a trig subject sometimes you miss steps and sometimes you just remember and gives headache and stress.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI see Maths as difficult cause each and every day we learn a new thing and a new thing when we learn, we learn it like in different ways you find that today is explained and tomorrow they continue they do not let us know if the steps when we do are continuing and things are done by pieces and Maths can be simple if we always practice, when we practice at home and at school helping each other and communicating.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMaths is difficult cause it has a many sections like trigonometry, geometry and some of them when you are taught you do not understand and when you read from the book is not the as what the teacher puts it, the teacher puts it the way he understands it and no in a way that we all would understand it.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat do you like or prefer in mathematics?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI do not like mathematics because it is too challenging and too much because some of the sums are too long and when you think you are done you find that some are still remaining so that is what bores me.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI do not like Maths at all because it is too challenging, and you find new things and for you to focus hay no...\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ewhat makes me hate Maths it is one thing, I used to like Maths when you are writing you feel that you are writing the correct thing then you find that you got zero, have you notice that when you write something, you know that the mind is like a sponge when you pour water it absorbs, then we Maths is a difficult subject, when they teach us they must consider us. When its Maths period before after school, and you get home your head is tired you cannot do anything.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow does mathematics affect other subjects among other grade 10 subjects?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003emathematics affects other learning areas because it needs more focus and time and at the end of the lesson you do not understand and you end up thinking that every subject is difficult.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003emathematics affects other learning areas cause it needs your focus, concentration and end up not understanding subjects.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003emathematics affects other learning areas because it needs focus and more time and most of the time you find that we do not understand it and you now need to stay at home doing it while you find that there is another subject you do not understand and you find that it is simple to study it.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDo you understand when mathematics teachers explain in class?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSometimes they are ok and sometimes they like making jokes when you try to concentrate, and the period is ending and that affect me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI do not understand anything mostly in mathematics, because in class there are those that understand and when they teach us, they concentrate in those who understand and we are left behind and we do not get that attention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003emost of the time when they teach, I lose concentration because you find that they are making jokes and other staff.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe findings from the learners' responses reveal a collective perception of mathematics as a challenging subject with significant implications for their preferences, attitudes, and overall academic experience. Learners express difficulties in understanding mathematical concepts, emphasizing the need for support and effective teaching strategies. The challenges reported include the continuous introduction of new and complex topics, discrepancies between teaching and textbooks, and issues with teacher approaches such as distractions and jokes.\u003c/p\u003e \u003cp\u003eLearners' dislikes for mathematics are rooted in the perceived difficulty, lengthy problem-solving processes, and the disconnect between effort and outcomes. This negative perception extends to the impact of mathematics on their view of other subjects, leading to a belief that every subject is challenging. The struggle to concentrate and understand during mathematics lessons is evident, with learners citing distractions, unequal teacher attention, and challenges in maintaining focus. The study highlights a shared struggle among Grade 10 learners, emphasizing the need for targeted interventions, improved teaching strategies, and increased teacher awareness to enhance the comprehension and overall experience of mathematics education. The findings underscore the importance of addressing the unique challenges posed by dyscalculia to improve the mathematical performance of learners in this specific educational context.\u003c/p\u003e \u003cp\u003eThe study also delved into the perceptions and experiences of two Grade 10 mathematics teachers, Teacher A and Teacher B, concerning learning disabilities, with a specific focus on Dyscalculia.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTeachers interview question and response.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInterview questions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher A responses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTeacher B responses\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat is your perception on Concept of learning disability?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulties to learn, struggle to understand what is to be learnt or taught; learners finding themselves frustrated when asked to read or write because of learning difficulties. Learners with disability find it difficult to read and understand what is written, which really makes it difficult for them to answer questions taught.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ethis can be described as an inability to learn, whereby a learner does not cope in learning or is unable to understand the content taught by the teacher. This can be caused by how a teacher conveys a message, methods used by a teacher toward a learner and can be caused by the mental state of a learner.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat are your Experiences with learning disable learners?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNever experienced working with disabled learners, however, (I) understand that being disabled physically does not always mean that a learner has a learning disability.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ethey need more attention since they require different teaching methods. They do not adapt easily they tends to forget, everything that has been taught.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat is your perception with the Concept of mathematical disability/dyscalculia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTo struggle to work with numbers with numbers which is an exceptional case because in most cases you‟ll find who excel in all other subjects but struggle a lot with mathematics and making sense of how numbers operate. Most learners who have a problem in mathematics cannot even understand a simple operation like addition.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI never heard the term dyscalculia; it is for the first time I hear of it. I refer to learners that are struggling in mathematics as mathematical disable learners. This means difficult in understanding Maths due to their mental state, metal state can be a result of any kind of abuse perception or experiencing at home.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHave you acquired and Information about dyscalculia in the in-service training and academic course?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elearners with mathematical disability or dyscalculia were never mentioned in the academic course (teachers training), which is why in most cases teachers find it difficult to assist these learners in successful way. What is always emphasized to teachers about learners with learning disabilities is \"intervention\", which is also a problem to learners who are dyscalculia because as a teacher you always have to come up with an easy way for learners to understand the subject, but it is difficult to reach learners with mathematical disabilities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIn the academic cause there was no topic that focuses on dyscalculia however there is a topic that focused on inclusive education. Inclusive education comprises of different types of learning hence different learners learn in different ways.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIn your perception, what are the Causes of mathematical learning disability/dyscalculia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIt could be caused by the way Maths was introduced to learners as an individual in a first grade or even before that. I believe numbers should be introduced to children at a very early age, it could be in a form of toys or the things children play with when they are still babies, if that was not taken into consideration a learner might find it difficult to deal with numbers and how they work as they grow.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003elack of teachers‟ mathematical content, stress, early parenthood, domestic violence. Physical disabilities like deafness and blindness are the major causes of learning disabilities. These factors cannot be minimized for mathematics learning disability.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat Assessments can be used for dyscalculic learners?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe assessments given to learners are common there is no special activity given to a certain group of learners that we think might be having difficulties in Maths, except for giving an intervention assessment after the diagnostic has been done.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eelse. You must apply Blooms taxonomy with more questions on the basics. Group Dyscalculic: to assess dyscalculic learners you must know if the problem is with Maths or something learners with fast learners and assess them through group discussions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhat teaching techniques can be implemented to assist learners with dyscalculia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTechniques could only be implemented if teachers were aware of dyscalculia and the measures to be taken should they find themselves having a learner with that condition in a classroom.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eextra lessons, more podium for those learners, display more chats around the classroom, more examples and class activities.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhich teaching methods can be used to assist learners with dyscalculia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeaching methods and resources used in class are to cater every learner in a class, however it's taken into consideration that learners do not respond the same way to a lesson, so slow learners are given extended opportunities, it could be during the same period when the fast learners are given an activity to do or using the fast learners as group leaders to assist those who take time to understand, this is done because sometimes learners understand their peers better. So, peer teaching is allowed if a teacher is there to monitor.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003escaffolding method, learner teacher discussions, learner to learner discussions, and elaboration, one on one lesson, charts and textbooks for visual learners.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe overarching theme that emerged from the responses was a notable lack of awareness and understanding of Dyscalculia among the teachers, leading to challenges in effectively recognizing and assisting learners with mathematical learning difficulties. The concept of learning disabilities was approached differently by the two teachers. Teacher A viewed it as challenges in understanding and learning, particularly in reading and writing, associating it with frustration and difficulty in answering questions. On the other hand, Teacher B defined learning disabilities as an inability to learn, influenced by teaching methods, teacher-learner interactions, and the mental state of learners.\u003c/p\u003e \u003cp\u003eWhen asked about their experiences with learning disabled learners, Teacher A admitted to having no direct experience but emphasized the need to differentiate between physical and learning disabilities. In contrast, Teacher B acknowledged the necessity for more attention and different teaching methods for disabled learners, highlighting their difficulty in adapting and tendency to forget. Concerning the concept of mathematical disability or Dyscalculia, Teacher A recognized learners struggling with numbers and suggested that Dyscalculic learners often excel in other subjects. However, Teacher B, unfamiliar with the term Dyscalculia, referred to learners struggling in mathematics as \"mathematical disable learners,\" linking the difficulty to potential abuse or stress.\u003c/p\u003e \u003cp\u003eIn terms of information acquired about Dyscalculia in training, both teachers revealed a gap in their academic preparation. Teacher A stated that Dyscalculia was not mentioned in academic training, highlighting the lack of preparation for assisting learners with mathematical disabilities. Teacher B mentioned no specific topic on Dyscalculia but emphasized inclusive education, aimed at addressing diverse learning needs. The causes of mathematical learning disability/Dyscalculia were discussed by both teachers, with Teacher A attributing difficulties to how numbers were introduced to learners at an early age. Teacher B suggested causes such as a lack of teacher mathematical content, stress, early parenthood, domestic violence, and physical disabilities.\u003c/p\u003e \u003cp\u003eWhen questioned about the diagnosis/assessment tool for Dyscalculic learners, both teachers revealed a lack of specific tools. Assessments provided were common, and there were no special activities designated for learners with potential mathematical disabilities. Regarding techniques to assist learners with Dyscalculia, Teacher A emphasized the need for awareness before implementing techniques, while Teacher B suggested extra lessons, visual aids, and more class activities for Dyscalculic learners. In terms of teaching methods and resources for Dyscalculic learners, both teachers admitted to using general teaching methods, including peer teaching, scaffolding, discussions, and one-on-one lessons. The limited awareness of Dyscalculia restricts the adoption of specialized methods that could better cater to the needs of learners with mathematical learning difficulties.\u003c/p\u003e \u003cp\u003eThe findings highlight a critical gap in the awareness and understanding of Dyscalculia among Grade 10 mathematics teachers. This deficiency in knowledge and training impedes the effective identification and support for learners with mathematical learning difficulties, emphasizing the need for targeted professional development and awareness programs within the educational system. Addressing this gap is pivotal for fostering an inclusive learning environment that accommodates the diverse needs of all learners, including those with Dyscalculia.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe comprehensive investigation into Dyscalculia prevalence and awareness among Grade 10 learners\u0026rsquo; sheds light on significant challenges faced by learners and highlights critical gaps in teacher awareness and training. The study employed a mixed-methods approach, incorporating a Dyscalculia standardized test and focused group interviews, to offer a nuanced understanding of both quantitative and qualitative dimensions. The quantitative analysis revealed a concerning prevalence of below-average mathematical skills among Grade 10 learners across various domains, including language ability, visual-spatial ability, cognition, numeracy, and mathematical operational signs. The categorization of learners scoring below the thirtieth percentile provided a clear identification of those potentially experiencing dyscalculia. The prevalence varied across domains, emphasizing the need for targeted interventions tailored to the specific challenges within each area.\u003c/p\u003e \u003cp\u003eThe qualitative insights from focus group interviews underscored learners' shared struggles and frustrations with mathematics, highlighting difficulties in understanding new concepts, lengthy problem-solving processes, and challenges in concentration during lessons. Learners expressed negative perceptions of mathematics, impacting their attitudes towards the subject and influencing their overall academic experience. The findings suggest a collective need for support, effective teaching strategies, and increased teacher awareness to enhance the comprehension and overall experience of mathematics education. The study also explored teachers' perceptions and experiences, revealing a notable lack of awareness and understanding of Dyscalculia among Grade 10 mathematics teachers. This deficiency in knowledge and training impedes the effective identification and support for learners with mathematical learning difficulties, emphasizing the need for targeted professional development and awareness programs within the educational system.\u003c/p\u003e \u003cp\u003eThe study contributes valuable insights into the prevalence of Dyscalculia and the experiences of Grade 10 learners in Soshanguve schools. The findings underscore the importance of addressing the unique challenges posed by dyscalculia to improve mathematical performance and overall well-being among learners in this specific educational context. The study advocates for informed policy decisions, targeted interventions, and enhanced teacher training to create a more inclusive learning environment that accommodates the diverse needs of all learners, including those with Dyscalculia. Ultimately, the research serves as a foundation for ongoing efforts to improve mathematics education and support learners facing mathematical learning difficulties in South African secondary schools.\u003c/p\u003e"},{"header":"REFERENCES","content":"\u003col\u003e\n\u003cli\u003eAdhikari, K. (2014). Assessment of the Awareness of Dyscalculia Among Dyscalculia Primary Teachers (A Case Study of Chuhandanda VDC).\u003c/li\u003e\n\u003cli\u003eAmerican Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct.\u003c/li\u003e\n\u003cli\u003eBastos, J.A., Cecato, A.M.T., Martins, M.R.I., Grecca, K.R.R. \u0026amp; Pierini, R., 2016. The prevalence of developmental dyscalculia in Brazilian public school system. Arquivos de neuro-psiquiatria, 74(3):201-206.\u003c/li\u003e\n\u003cli\u003eBraun, V., \u0026amp; Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77\u0026ndash;101.\u003c/li\u003e\n\u003cli\u003eButterworth, B. (2003). Dyscalculia screener: Highlighting children with specific learning difficulties in mathematics. Retrieved from http://sebastien.brunekreef.co/dyscalculie/Dyscalculia_Screener_Manual.pdf\u003c/li\u003e\n\u003cli\u003eButterworth, B., Varma, S., \u0026amp; Laurillard, D. (2011). Dyscalculia: From Brain to Education. Science, 332(6033), 1049-1053.\u003c/li\u003e\n\u003cli\u003eCreswell, J. W., \u0026amp; Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.\u003c/li\u003e\n\u003cli\u003eDepartment of basic education. (2014). In https://www.education.gov.za/Portals/0/Documents/Reports/REPORT%20ON%20THE%20ANA%20OF%202014.pdf?ver=2014-12-04-104938-000.\u003c/li\u003e\n\u003cli\u003eDevine, A., Soltesz, F., Nobes, A., Goswami, U., \u0026amp; Szucs, D. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction, 27, 31\u0026ndash;39. https://doi.org/10.1016/j.learninstruc.2013.01.002\u003c/li\u003e\n\u003cli\u003eDoyle, A. (2010). Dyscalculia and Mathematical Difficulties: Implications for Transition to Higher Education in the Republic of Ireland: University of Dublin Trinity College.\u003c/li\u003e\n\u003cli\u003eHannell, G. (2013). Dyscalculia: Action plans for successful learning in mathematics (2nd ed.). Oxon, UK: Routledge\u003c/li\u003e\n\u003cli\u003eHudson, D., \u0026amp; English, J. (2016). Specific learning difficulties: what teachers need to know. London: Jessica Kingsley.\u003c/li\u003e\n\u003cli\u003eIzarda, V., Sannb, C., Spelkea, E. S. and Strerib, A., (2009), \u0026lsquo;Newborn infants perceive abstract numbers\u0026rsquo;, PNAS, (106), 49 available from http://www.pnas.org/content/early/2009/06/11/0812142106.full.pdf+html\u003c/li\u003e\n\u003cli\u003eKo, H. W. (2005). The diagnosis of arithmetic learning disabilities. Bulletin of Special Education, 29, 113-126.\u003c/li\u003e\n\u003cli\u003eKrueger, R. A., \u0026amp; Casey, M. A. (2000). Focus Groups: A Practical Guide for Applied Research (3rd ed.). Sage Publications.\u003c/li\u003e\n\u003cli\u003eMiles, M. B., Huberman, A. M., \u0026amp; Salda\u0026ntilde;a, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications.\u003c/li\u003e\n\u003cli\u003eRosenberg\u003cstrong\u003e-\u003c/strong\u003eLee, M., Ashkenazi, S., Chen, T., Young, C.B., Geary, D.C. and Menon, V., 2015. Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. Developmental science, 18(3):351-372.\u003c/li\u003e\n\u003cli\u003eShalev, R. S., Auerbach, J., Manor, O., \u0026amp; Gross-Tsur, V. (1998). Developmental Dyscalculia: Prevalence and Demographic Features. Developmental Medicine \u0026amp; Child Neurology, 40(2), 260\u0026ndash;267.\u003c/li\u003e\n\u003cli\u003eStringer, E. (2013). Action Research (4th ed.). Sage Publications.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Tshwane University of Technology","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Dyscalculia, intervention, prevalence, awareness","lastPublishedDoi":"10.21203/rs.3.rs-3884817/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3884817/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates Dyscalculia prevalence and awareness among Grade 10 learners employing a mixed-methods approach. Quantitative analysis using a Dyscalculia standardized test reveals a concerning prevalence of below-average mathematical skills across various domains. Focused group interviews provide qualitative insights into learners' shared struggles and frustrations with mathematics. The study highlights negative perceptions, impacting attitudes and overall academic experiences. Additionally, it exposes a critical gap in teacher awareness and training. The findings emphasize the need for targeted interventions, effective teaching strategies, and increased teacher awareness to enhance mathematics education for learners facing mathematical learning difficulties. 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