Analysis of teachers’ remedial strategies for enhancing mathematics skills to learners with dyscalculia in regular primary schools in Nyandarua County, Kenya
Tuchura, Daniel G.
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The aim of this study was to analyse remedial strategies used by teachers for enhancing mathematics skills to learners with dyscalculia in class four in Nyandarua North Sub-County which is in Nyandarua County, Kenya. The study employed a descriptive research design which used mixed model research with both qualitative and quantitative approaches. The researcher used questionnaires and observation schedule to carry out the study. Pilot study was done in Subuku, Kahindu and Olbolossat Primary Schools in Nyandarua North Sub-county. Population for the main study was drawn from Nyandarua North Sub-County in Nyandarua County. Sample size comprised 20 class four mathematics teachers and 20 head teachers, making a total of 40 respondents. Purposive sampling was used to select mathematics teachers for class 4 and head-teachers of the respective schools. In case a school had double or multiple streams, simple random sampling was used to get one teacher per school. Data from the research instruments was coded and analysed by electronic means using Statistical Package for Social Sciences (SPSS) to attain descriptive statistics. The findings are presented in frequencies, percentages, mean, standard deviation, tables, graphs and pie charts. The study found that head teachers and teachers had their various ways of identifying learners with learning disabilities based on their own criteria. The study also found that though majority of teachers were professionally qualified as teachers, most of them were not competent enough to support learners with dyscalculia. The study further found that most of the schools did not have adequate and suitable resources to support learners with dyscalculia. From the findings, the study recommended the curriculum developers to adapt curriculum in teacher training colleges whereby more emphasis should be directed on areas of special educational needs, in-service training on Special Needs Education should be enforced to teachers who have not trained in the area of special educational needs, seminars and workshop should be held regularly to update teachers on current instructional strategies and finally, government and other stakeholders should provide enough funds to purchase teaching and learning resources suitable for learners with mathematics disabilities.