A study on learning difficulties related to dyscalculia and mathematical anxiety

Abstract

This article discusses two math learning disorders: dyscalculia and mathematical anxiety. Dyscalculia is a cognitive disorder, math anxiety – emotional. Dyscalculia is a mathematics learning difficulty which is a brain-based condition connected to information organization and proceeding. In turn, mathematical anxiety is one of the emotional factors that causes learning difficulties in mathematics. Therefore, to promote progress in mathematics, the aim of this study is to identify learning difficulties in mathematics from the perspective of teachers and parents, to identify existing experiences in overcoming these learning difficulties in mathematics, and to determine the support needed by teachers. To achieve this goal, both parents and teachers have been surveyed as part of this study. About one-fifth of students have signs of dyscalculia, but 25% – mathematical anxiety. In Latvia, the most problematic type of dyscalculia is the ability to perform mathematical activities and perform both operational and practical calculations, but mathematical anxiety is equally common at all stages of education. According to a survey of teachers, only 7% of students have no mathematics learning difficulties. Parents associate children’s learning difficulties with the organization of the learning process (intensive curricula, when the teacher does not have the opportunity to implement a differentiated / individual approach), as well as teachers’ attitudes. Research shows that teachers are unable or unaware of how to determine whether a student has dyscalculia or math anxiety and do not have appropriate skills, know-how or training to help a student who experiences learning disabilities and difficulties with mathematics.