Abstract
This study aims to determine the knowledge levels of primary school, mathematics, special education, and Psychological Counseling & Guidance (PCG) teachers on Dyscalculia. A descriptive survey model was used for the research. Four hundred eighty-nine teachers were selected for the study, including 254 primary school teachers, 130 high school math teachers, 53 psychologists, 28 special educators, and 24 secondary school math teachers. A survey form devised by Dias, Pereira, and Van Borsel (2013) during the research, including 18 questions, 2 of which were open-ended and 16 were closed-ended, was used. The obtained data reveal that most participating teachers do not have adequate knowledge and experience on the meaning, effects, root causes of dyscalculia, and the intervention strategies for dyscalculic children.
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