Teaching practices in Mathematics and conceptions about Developmental Dyscalculia

possible relationships

Abstract

The aim of this qualitative article is to investigate math teachers' conceptions of Developmental Dyscalculia (DD) and the possible relationships between these conceptions and teaching practices. To gather the data, a semi-structured interview script was drawn up and applied to five primary, secondary and higher education teachers. The interviews were audio-recorded and transcribed in full. After transcribing the data, we began the process of uniting and categorizing it for subsequent analysis. From the data produced, four Convergent Themes emerged: Teachers' conceptions of Developmental Dyscalculia and students with this disorder; Teacher education and the contribution to the teacher's performance; Teaching practices for the care of students with dyscalculia; and Aspects necessary for the inclusion of students with DD and their learning. It emerged that the mathematics teachers have insufficient knowledge of DD, did not have approaches to DD in their education and, consequently, are not prepared to work with these students from an inclusive perspective. The testimonies emphasized that students with DD need targeted assistance for their learning and that educational policies need to be more specific in order to broaden the scope of the target audience of Special Education and guarantee every student the right to learn.