{'fraction_non_alphanumeric': 0.02914798206278027, 'fraction_numerical': 0.011771300448430493, 'mean_word_length': 5.307420494699647, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 1, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Malaysian Primary Teachers’ Perceptions on Dyscalculia

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.