| Abstrakt: |
Dyscalculia is one of the specific mathematics learning disabilities characterized by persistent difficulties in numbers and arithmetic. Dyscalculia affects about 3-6% of the population. Pupils with dyscalculia are weak in numerosity comprehension, for example, they cannot perform subitizing and counting, late responses to give answers to mathematics questions, recalling simple mathematics facts, and writing symbols. This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach numeracy to an at-risk dyscalculic pupil. This new theory-driven intervention which was named "Reconnecting Learning" blended Tall's (2013) theory of mathematical thinking and Feuerstein's (2015) structural cognitive modifiability theory. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention has great potential to improve the at-risk pupil's numeracy skills. [ABSTRACT FROM AUTHOR] |
