NEWLY GRADUATED ELEMENTARY MATHEMATICS TEACHERS' VIEWS ON DYSCALCULIA AND THEIR USE OF RESEARCH SKILLS ON THIS SUBJECT

Abstract

The aim of this study is to examine the views of newly graduated elementary mathematics teachers who have not yet started to work and to reveal their awareness of "dyscalculia" (mathematics learning disability) and to investigate to what extent they intend to use their research skills on this subject. Case study, one of the qualitative research approaches, was used in the study. The participants consisted of 14 newly graduated elementary mathematics teachers. In the study, a semi-structured interview form with 10 open-ended questions was used to obtain the opinions of the teachers about dyscalculia and content analysis technique was used to analyze the data obtained. At the end of the study, it was determined that newly graduated elementary mathematics teachers did not have sufficient knowledge about dyscalculia and did not use their research skills sufficiently in terms of dyscalculia and professional competence. Based on the results obtained in this context, it is recommended that elementary mathematics teachers should be given a course called mathematics learning disabilities in their undergraduate education, be subjected to practical training with individuals with dyscalculia, and be given necessary assignments to increase their research skills.