A View on Theories and Models in the Study of Dyscalculia

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Dyscalculia is a learning disability in Mathematics. The prevalence rate of dyscalculia is between four to six percent among the population. Dyscalculia affects the academic achievement, social relationship, and even lifestyle of an individual. The purpose of this paper is to discuss two theories and two models of dyscalculia, namely Cognitive Development Theory, Theory of Minimal Cognitive Architecture, Triple-Code Model, and Model of Number Processing System. Piaget’s Cognitive Development Theory explains that every pupil has their own individual differences in cognitive development. Four stages of cognitive development are sensorimotor, preoperational, concrete operational, and formal operations. Anderson’s Theory of Minimal Cognitive Architecture demonstrates the ways of knowledge transmitting into brain. Pupils with learning disabilities such as dyscalculia are said to be mismatched with their chronological age. Dehaene’s Triple-Code Model predicts different pathways for learning in dyscalculia. Three main codes in this model are analogue magnitude representation, visual Arabic number form, and auditory verbal word frame. Six aspects in Model of Number Processing System are arithmetic facts, calculation procedures, Arabic numbers comprehension, verbal numbers comprehension, Arabic numbers production, and verbal numbers production. Overall, these theories and models are particular and suitable to be used to support the study in dyscalculia. Based on the theoretical framework, the learning process of dyscalculic pupils can be identified. The implication of this paper is they can be used to design a model or module for dyscalculia and to develop the instruments suitable for dyscalculic pupils.

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Teachers’ Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale

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The aim of this study is to develop a valid and reliable scale for measuring the self-efficacy of primary school and mathematics teachers regarding dyscalculia. Grounded in Bandura’s Social Cognitive Theory, the study followed established scale development procedures. In the initial phase, a pool of 42 items was generated to assess teachers’ self-efficacy regarding dyscalculia. The items were reviewed by a panel of seven experts in the fields of psychometrics, mathematics education, special education, and psychology to ensure content validity. 

The findings indicate that the DSES is a valid and reliable instrument for assessing teachers’ self-efficacy regarding dyscalculia.

Read the study HERE

Meet Jess Arce

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Keeping my kids as my main focus. When things got tough, I chose to homeschool. It started with one child, then two, and eventually three of my four children. That experience taught me how to truly support them and how to teach in a way that made sense for how they learn.
My strong entrepreneurial abilities, which I attribute to my neurospiciness. I have learned to lean into how my brain works instead of trying to fit into a traditional mold, and that has been a huge advantage in building my business.

What advice do you have for folks who are early in their journey in terms of how they can best develop or improve on these?

Build your support system intentionally. Surround yourself with people who encourage you, challenge you, and remind you of your vision when things feel hard.

Read her story HERE

Roll back inequality precipitated by mathematics exclusion

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Mathematics is applied in education policy, economics, and cognitive sciences as a reliable health indicator of an education system and treated as a harbinger of systemic conditions.

South Africa ignominiously ranks near the bottom in the Trends in International Mathematics and Science Study.

In 2023, grade 9 mathematics and science learners scored 397 and 362, respectively, which is well below the international average of 500.

Average scores mask severe inequality, and in 2023 Quintile 5 and Quintile 1 schools scored 492 and 307, respectively, which is tantamount to a two- to three-year learning backlog for the poor.

Structural constraints in South Africa are real. In 2023 South Africa employed about 455 000 teachers, deployed in over 24,580 schools (about 2 500 of which are private schools).

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