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  JODYAC VOLUME 1

  Vol. 1 No. 1 (2024)

  Journal of Dyscalculia Academia: Editor's Note

  Dear Readers

   

  Welcome to the first issue of Journal of Dyscalculia Academia. The aim of this journal is to address the difficulties faced by individuals with math learning difficulties, to overcome these difficulties, to share research in this field and to raise awareness. In our first issue, we are very pleased to share with you various studies on this important topic. 

  There are five important articles in this issue. The first article is Merve İlayda Polat's study titled “Newly Graduated Elementary Mathematics Teachers' Views on Dyscalculia and Their Use of Research Skills on This Subject”. In this study, the views of newly graduated elementary school mathematics teachers on dyscalculia and their use of research skills on this subject were examined. As a result of the study, it was determined that the teachers did not have sufficient knowledge about dyscalculia and did not use research skills sufficiently. 

  The second article is Betül Akça and Levent Akgün's study titled “Determination of Secondary School Mathematics Teachers' Level of Knowledge on Dyscalculia”. This study investigated the awareness and knowledge levels of secondary school mathematics teachers on dyscalculia. As a result of the study, it was revealed that teachers had insufficient knowledge about dyscalculia and did not receive in-service training.

  The third article is Adem Doğan and Ayşe Arslansoy's study titled “Teaching Clock to 3rd Grade Primary School Student Using the Six-Stage Intervention Method with Suspicion of Dyscalculia” presents an action research study using a six-stage intervention method to teach clock to a third grade student with suspicion of dyscalculia. The study contributed significantly to the student's understanding of the concept of time by adopting individualized approaches in the process of teaching him to read the clock.

  The fourth article, is Yasemin Karahan's study titled “Case Study: Impact of Family Counseling Process for Dyscalculic Children and Their Parents” presents the effects of “family counseling” sessions applied to the dyscalculic child and the parents of this child. The study contributed that “Family Counseling” sessions to be applied to individuals with Specific Learning Disabilities and dyscalculia and their families are very effective. 

  Last article is Yılmaz Mutlu’s study titled “A Tailored Path Through Dyscalculia: Harmonizing Differentiated and Targeted Individual Instruction” summarizes current studies on differentiated instruction’s effectiveness, limitations, and prospective improvements for dyscalculic learners. The article includes suggestions on how combining differentiated instruction with individual instruction can enhance effective math learning and sustainable success for students facing dyscalculia challenges.

  We would like to thank all our authors and reviewers who contributed to the preparation of this issue. The aim of our journal is to increase the knowledge on dyscalculia and mathematics learning disabilities and to support studies in this field. We hope that our first issue will be a useful resource for academics, teachers and parents.

   

  Sincerely yours,

   

  Assoc. Prof. Dr. Kübra Polat

  Editor

  Journal of Dyscalculia Academia