Are Teachers Aware of Mathematics Learning Disabilities? Reflections from Basic Level Schoolteachers of Nepal

Autor/inn/en	Kunwar, Rajendra; Shrestha, Bhupal Kumar; Sharma, Lekhnath
Titel	Are Teachers Aware of Mathematics Learning Disabilities? Reflections from Basic Level Schoolteachers of Nepal
Quelle	In: European Journal of Educational Research, 10 (2021) 1, S.367-380 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Teacher Attitudes; Learning Disabilities; Mathematics Instruction; Mathematics Teachers; Elementary School Students; Gender Differences; Place of Residence; Institutional Characteristics; Foreign Countries; Measures (Individuals); Teacher Student Relationship; Identification; Knowledge Base for Teaching; Mathematics Skills; Dyslexia; Learning Problems; Teacher Characteristics; Nepal + Suchen Sie Ihr Suchwort? Lehrerverhalten; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Wohnort; Ausland; Messdaten; Teacher student relationships; Lehrer-Schüler-Beziehung; Identifikation; Identifizierung; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lernproblem
Abstract	The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the stratified random sampling technique, 300 basic level mathematics teachers were selected from 150 basic level (grades 1-8) community and institutional schools representing the three significant ecological regions (the Mountain, the Hill, and the Terai) and demographic variables (gender, place of residence, and school type) from Province 1 of Nepal. A Mathematics Learning Disability Awareness Scale (MLDA-Scale), was developed and used to measure the basic level schoolteachers' awareness of their students' MLD. Besides, a semi-structured interview was conducted with the purposively selected basic level schoolteachers for the qualitative data. The basic level schoolteachers' awareness of MLD factor categories was calculated using descriptive statistics. Similarly, t-tests were conducted to examine the effects of the demographic variables. The qualitative data, however, were analyzed thematically. The results reveal that the majority of the basic level schoolteachers' knowledge toward their students' MLD was inadequate and that the demographic variables had no significant effects on the teachers' knowledge of their students' MLD. Finally, the study recommends developing the managerial practices regarding the MLD issue further. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01