Elementary Teachers' Perceptions of Dyscalculia in Jordan: Knowledge Gaps, Attitudes, Instructional Confidence, and Perceived Barriers
DOI:
https://doi.org/10.59759/educational.v5i2.1988Keywords:
Dyscalculia, Perceptions, Gaps, Attitudes, Barriers, Elementary TeachersAbstract
Dyscalculia, a specific learning disability involving persistent difficulties with numerical concepts and mathematical operations despite adequate intelligence and instruction, affects 5–7% of school-aged children—comparable to dyslexia yet receiving far less attention in research and teacher preparation. This under-recognition is especially concerning in elementary education, where foundational math skills develop, but educator awareness remains limited.
This mixed-methods study examined perceptions of dyscalculia among 150 elementary teachers in Jordan who completed surveys, with 20 participating in semi-structured interviews. Results revealed that 68% had limited or no formal training in dyscalculia, and 52% confused dyscalculia with math anxiety. Although 74% held positive attitudes toward inclusion, only 35% felt confident adapting instruction for students with dyscalculia.
The findings underscore the need for targeted professional development to improve knowledge, self-efficacy, and support. Recommendations include integrating dyscalculia-specific modules into teacher training and creating school-based networks for early identification and equitable math education. This research advances understanding of teacher perceptions' role in learning disability outcomes within the Jordanian context.
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