Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study

Abstract

Abstract This study investigates Dyscalculia prevalence and awareness among Grade 10 learners employing a mixed-methods approach. Quantitative analysis using a Dyscalculia standardized test reveals a concerning prevalence of below-average mathematical skills across various domains. Focused group interviews provide qualitative insights into learners' shared struggles and frustrations with mathematics. The study highlights negative perceptions, impacting attitudes and overall academic experiences. Additionally, it exposes a critical gap in teacher awareness and training. The findings emphasize the need for targeted interventions, effective teaching strategies, and increased teacher awareness to enhance mathematics education for learners facing mathematical learning difficulties. The research contributes valuable insights to inform policy decisions and create a more inclusive learning environment for all learners, including those with Dyscalculia.