Abstract

Dyscalculia represents a distinct form of learning difficulty, predominantly impacting the ability to perform arithmetic calculations. The purpose of the study was to examine the awareness of dyscalculia among Lower Primary School Teachers (LPST) in the KasenaNankana Municipality. 120 teachers from 40 lower primary schools comprising 28 Public and 12 Private were engaged from the Kasena-Nankana Municipal area. The study respondents were chosen using a purposive sampling method. Descriptive survey design was employed and a Teachers’ Awareness Questionnaire was used in the data collection. Subsequently, the collected data was analysed using both descriptive and independent sample t-test. The findings of the studies showed that there was no significant difference between the public and the private schools teachers’ awareness on all the three hypotheses tested. However, the results unveiled that teachers possess limited knowledge regarding the definition, nature, and symptoms of dyscalculia. Conversely, the teachers exhibited a better understanding of intervention methods, challenges, teacher support, and recommended strategies related to dyscalculia. Additionally, it was discerned that exposure to dyscalculia is linked to an enhanced understanding of the condition. Furthermore, teaching experience was found to correlate with knowledge of dyscalculia.

Keywords

awareness of dyscalculia, dyscalculia, learning difficulty, learning disabilities, lower primary school students, mathematical abilities