| dc.description.abstract | This thesis project will provide a detailed analysis of the current state of knowledge about the mathematical learning difficulties of dyscalculia. The project will include information about the much more well known learning disability of dyslexia, and will discuss the relatively high level of responsiveness, including testing and interventions, which have been used for reading and writing development. This thesis project will discuss the definition, history, diagnosis, and characteristics of dyscalculia, as well as describe relevant educational interventions. Information about dyscalculia will be collected through interviews with math educators, students struggling with dyscalculia, psychologists, and skills teachers who focus on the learning profiles of students. Information for this project will also be collected through a careful review of relevant literature and studies on dyscalculia.
A major concern, which will be discussed at length in this thesis, is whether educators have been missing opportunities to provide proper support to students with dyscalculia. It is our hypothesis that much more needs to be done to address the issues that students struggle with who have dyscalculia. Part of the focus of the thesis project will include creating a guide for teachers, to provide them with critical information for them to help support students who struggle with dyscalculia. This guide will incorporate a sample lesson plan, demonstrating potential interventions and support techniques that can be used, as well as highlight what attributes stand out when a student is struggling with dyscalculia. | |
