Mathematical Learning Disability: A Nigerian Perspective of Dyscalculia and Application of ICT-Based Assistive Technology By Oluga, Samson Olasunkanmi Matric No: Course Title: Research Methodology Course Code: SZRZ6014 Lecturer-in-Charge: Dr Farzana Bt Kabir Ahmad

Outline of Presentation Definition and Types of Learning Disability Overview of Research Background, Research Problem, Research Objectives, Research Questions, Research Significance, Research Scope. Overview of Literature Review Components viz Definition and Types of Dyscalculia, Its Causes, Consequences, Management and Assistive Technology/Theories Methodology of the Study

Definitions and Types of Learning Disability Learning disability (LD) according to the World Health Organisation (1996) refers to a state of arrested or incomplete development of mind which can be general or specific. Hasselhorn (2011:74) therefore state that students with learning disability are “students with difficulties in specific cognitive processes and academic achievements with otherwise normal levels of intellectual functioning”. Those affected by General Learning Disability (GLD) usually have significant generic intellectual impairment unlike those with Specific Learning Disability (SLD) who have a difficulty in a particular area like reading or writing. The focused SLD’ major types are shown below:

Definitions and Types of Learning Disability Cont.(SLD) Mathematical Learning Disability (MLD ) Hand Writing Learning Disability General Language Learning Disorder Loss of Understanding/Speech Due to Brain Damage Perceptual Disability, Minimal Brain Dysfunction etc. Specific Learning Disability Dyscalculia Dysgraphia Dyslexia Aphasia Others

Overview of Research Background /Problem Dyscalculia just as any other Learning disability is given due attention and properly managed in developed nations hence those affected in those places are adequately supported by handlers and authorities to enhance their performance. The case is not the same in many less developed or developing nations where dyscalculics are given virtually the same pedagogical treatments just as others who do not have mathematical learning disability. Assistive teaching technological aids is not usually employed in less developed/developing nations as done in the developed nations to ensure mathematics teaching and learning of those affected by dyscalculia.

Overview of Research Objectives/ Questions The studies basically sets: (1) To ascertain level of awareness of dyscalculia among Nigerian handlers of dycalculics (2) To experiment on the use of ICT-based assistive technology (Smart Board and Kidkanit) in teaching those with dyscalculia (3) To Evaluate the impact of the tools on the performance of affected pupils The research questions are formed from the above research objectives e.g. (1)What is the level of awareness of Nigerian handlers of dyscalculia? What is the possibility/effect of the use of ICT-based assistive technology in teaching the target Nigerian dyscalculic pupils/students?

Overview of Research Significance/ Scope The study hopes to address the lingering problem facing those with dyscalculia and experiments of tools that can help to enhance their to make life more meaningful to them. The study focuses dyscalculia proper especially in respect of the Nigerian mathematics teaching environment based the school where the use of ICT-based assistive technology will be experimented.

Literature Review Overview-Definitions and Types of Dyscalculia Dyscalculia according to Waiganjo and Wausi (2013:74) is mathematics related-learning disability which refers to “a profound arithmetic disorder that causes difficulties in learning mathematical concepts, memorizing mathematical facts and understanding how mathematical problems are solved”. Dahlstrom-Hakki (2013:2) defines dyscalculia as “difficulties in the production or comprehension of quantities, numerical symbols, or basic arithmetic operations that are not consistent with the person’s chronological age, educational opportunities or intellectual abilities”. The various types of dyscalculia identified by authors like Price and Ansari(2013), von Aster (2000) and Geary (2004) are shown in the diagram below:

Literature Review Overview-Definitions and Types of Dyscalculia Cont. Verbal Dyscalculia Sub Types of Dyscalcul -ia Arabic Dyscalculia Pervasive Dyscalculia Visuo Spatial Dyscalculia Semantic Memory Dyscalcul -ia Procedural Dyscalculia Primary Dyscalculia Secondary Dyscalculia

Literature Review Overview-Causes and Consequences of Dyscalculia Dyscalculia according to Postnote (2004)is possibly as a result of genetic composition. Geary (2004) believes it due to a combination of disrupted functions of the central executive and difficulties in information representation and manipulation in the language system. Dyscalculia according to Adler (2008) negatively impacts on those affected as they have problem with numbers and what they represent hence they continually have failure in calculation which results in a kind of embarrassment from childhood till adulthood if not addressed.

Literature Review Overview-Dyscalculia’s Management, Assistive Technology and Related Theories Luit (2012), Geary (2013) and others have identified the importance early intervention strategy in the management of dyscalculia. Baig (2013), Hashem and Arman (2013), Sarah and Wausi (2013) and others have identified the positive impact of ICT tools in enhancing the understanding of those who have dyscalculia. Models like Computer Managed Instruction(CMI), Technology Acceptance Model(TAM) Constructivist Learning Theories(CLT) and many others are relevant to application of ICT tools in teaching dyscalculic students.

Methodology of the Study Two research designs are used in the study namely survey research design and quasi-experimental research design. The research instrument used for the survey design is a semi-structured questionnaire to elicit information on the awareness of the target handlers of dyscalculic students in Nigeria. The quasi-experimental design instruments are KidKanit Calculating Aid Tools by Poobrasert and Gestubtim(2013) and the Smart Board earlier employed by Behzadi and Manuchehri (2013)

Methodology of the Study Cont. The research population is made up of forty (40) participants, twenty (20) teachers and twenty (20) parents of the target students using available and snowball sampling technique in determining the administration of the questionnaire. Twenty (20)students will be considered for the experiment, ten (10) will form the quasi-experimental group while the remaining ten (10) will for the control group. Research results will be analysed using simple descriptive statistical method to aid easy comprehension by all stakeholders.

Research Process Flow Chart No Yes Start End ok Identify Research Participants Select Research Designs Conduct Survey & Experiment Evaluate Result / Performance