Unraveling the Lived Experiences: Mathematics Learning Challenges and Coping Strategies of Dyscalculia Students

Abstract

Purpose: The lived experiences of students with dyscalculia in the context of learning mathematics are explored in depth in this research work.
 Design/Methodology/Approach: Students with dyscalculia, a distinct learning condition that affects numerical and mathematical abilities, have particular difficulties that have an impact on their academic performance and educational trajectory. Qualitative research techniques, such as interviews and observations, were used to get deeper insights into the subjective realities of dyscalculia kids. The study included a broad group of dyscalculia kids from various educational levels and used thematic analysis to gain a thorough grasp of their learning obstacles and coping mechanisms.
 Findings: The results show how complicated dyscalculia students' problems can be, from feelings of anger, anxiety, and low self-esteem to issues with understanding mathematical language and concepts. The study also illustrates how resilient and adaptable dyscalculia students are in navigating their academic journey.
 Implications/Originality/Value: The results of this study have consequences for legislators, parents, and educators, promoting a better knowledge of dyscalculia and how it affects math learning. By recognizing the lived experiences of dyscalculia students, educational institutions can develop more inclusive and supportive environments, tailored interventions, and teaching methodologies to enhance their mathematical learning outcomes.