Are Teachers Aware of Mathematics Learning Disabilities? Reflections from Basic Level Schoolteachers of Nepal

The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the s...

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Bibliographic Details
Published in:European journal of educational research 2021-01, Vol.10-2021 (volume-10-issue-1-january-2021), p.367-380
Main Authors: Kunwar, Rajendra, Shrestha, Bhupal Kumar, Sharma, Lekhnath
Format: Article
Language:English
Subjects:
Dyslexia
Elementary School Students
Eğitim Bilimleri
Foreign Countries
Gender Differences
Identification
Institutional Characteristics
Knowledge Base for Teaching
Learning Disabilities
Learning Problems
Mathematics Instruction
Mathematics Skills
Mathematics Teachers
Measures (Individuals)
Place of Residence
Teacher Attitudes
Teacher Characteristics
Teacher Student Relationship
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Summary:The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the stratified random sampling technique, 300 basic level mathematics teachers were selected from 150 basic level (grades 1-8) community and institutional schools representing the three significant ecological regions (the Mountain, the Hill, and the Terai) and demographic variables (gender, place of residence, and school type) from Province 1 of Nepal. A Mathematics Learning Disability Awareness Scale (MLDA-Scale), was developed and used to measure the basic level schoolteachers' awareness of their students' MLD. Besides, a semi-structured interview was conducted with the purposively selected basic level schoolteachers for the qualitative data. The basic level schoolteachers' awareness of MLD factor categories was calculated using descriptive statistics. Similarly, t-tests were conducted to examine the effects of the demographic variables. The qualitative data, however, were analyzed thematically. The results reveal that the majority of the basic level schoolteachers' knowledge toward their students' MLD was inadequate and that the demographic variables had no significant effects on the teachers' knowledge of their students' MLD. Finally, the study recommends developing the managerial practices regarding the MLD issue further.
ISSN:2165-8714
2165-8714
DOI:10.12973/eu-jer.10.1.367