ERIC Number: EJ1284189
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2165-8714
EISSN: N/A
Available Date: N/A
Are Teachers Aware of Mathematics Learning Disabilities? Reflections from Basic Level Schoolteachers of Nepal
Kunwar, Rajendra; Shrestha, Bhupal Kumar; Sharma, Lekhnath
European Journal of Educational Research, v10 n1 p367-380 2021
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.
Descriptors: Teacher Attitudes, Learning Disabilities, Mathematics Instruction, Mathematics Teachers, Elementary School Students, Gender Differences, Place of Residence, Institutional Characteristics, Foreign Countries, Measures (Individuals), Teacher Student Relationship, Identification, Knowledge Base for Teaching, Mathematics Skills, Dyslexia, Learning Problems, Teacher Characteristics
Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nepal
Grant or Contract Numbers: N/A
Author Affiliations: N/A