2. WHAT IS IT?
• The inability to use and understand mathematics.
• It is also known as mathematical difficulties or innumeracy.
• In 2016, 14.4% of matriculants obtained 50-69% for mathematics, and 48.8%
obtained 0-29% for maths.
• In 2017, only 33% of matric candidates passed maths with a grade of 40% and
higher.
• Learner in schools are experiencing high levels of illiteracy.
• Numerical illiteracy can be branched into mathematical anxiety and dyscalculia.
• (Paulsen & Dednam, 2016)
• (Writer, 2018)
4. INTRINSIC FACTORS:
• Difficulties with abstract and symbolic thinking.
• Reading difficulties.
• Emotional challenges such as negative attitude, lack of confidence,
passivity, and mathematical anxiety.
• Attention deficit-related difficulties.
• Difficulties with physical skills.
• Learning difficulties such as dyscalculia – difficulty in understanding
arithmetic.
• (Paulsen & Dednam, 2016)
5. EXTRINSIC FACTORS:
• Absence from and changes of school.
• Multicultural diversity – learners do not understand the language used
in maths and does not relate to their everyday lives.
• Parents with little schooling.
• Difficult living conditions such as poverty or poor learning
environments.
• Teacher who lacks conceptual understanding of maths.
• (Paulsen & Dednam, 2016)
7. • Avoid maths as it causes anxiety – sweaty hands. Skip class, not do their
homework, not study for a math exam.
• Confusion.
• They think for a long time before answering mathematical questions.
• Work very slowly and make errors with the simplest problems.
• Count on their fingers.
• (Paulsen & Dednam, 2016)
8. MATHEMATICAL ANXIETY:
• Believe that they are incapable of doing maths.
• Negative attitude towards maths.
• Nervous and unable to focus.
• Feelings of embarrassment, irritation, and fear.
• Avoid maths classes and mathematical problems.
• Passive behaviour - See themselves as “maths failures” or “they cannot
do maths”.
• Lack of confidence.
• (Paulsen & Dednam, 2016)
9. DYSCALCULIA:
• Struggles to understand numerical concepts.
• Struggles to learn and understand mathematical procedures.
• Lacks confidence in activities such as tests and exams.
• Unable to apply maths concepts.
• Difficulty in counting backwards.
• Difficulty in remembering basic facts (poor memory skills).
• Slow to perform calculations.
• Poor number sense.
• Weak arithmetic skills – understanding numbers, manipulating numbers, performing
calculations and learning facts.
• Experience high levels of mathematical anxiety.
• Freeze with math-related questions.
• (What are the signs of Dyscalculia, 2019)
11. • Use a task-analytic approach – breaking mathematical concepts down in teachable
steps.
• Check whether learners understand before moving on.
• Simplify instructions.
• Relate mathematical outcomes to real-world context.
• Develop a positive attitude towards mathematics.
• Offer learning situations that enable learners to make discoveries through thinking,
constructing & extending their knowledge.
• Be patient.
• Provide extra classes.
• (Paulsen & Dednam, 2016)
12. MATHEMATICAL ANXIETY
• Develop strong skills and a positive attitude towards maths.
• Relate maths to real life.
• Encourage critical thinking.
• Encourage active learning.
• Accommodate learners’ varied learning styles.
• Place less emphasis on correct answers and computational speed.
• Organise learners into cooperative learning groups.
• (Paulsen & Dednam, 2016)
13. MATHEMATICAL ANXIETY (CONT.)
• Provide support and encouragement.
• Avoid putting learners in embarrassing situations.
• Use manipulatives – concrete to abstract concepts.
• Use technology in the classroom.
• Dispel harmful and popular myths.
• Use a variety of assessments.
• (Paulsen & Dednam, 2016)
14. DYSCALCULIA
• Be patient.
• Provide the learner with extra time for tasks
and tests.
• Use concrete materials and start from practical
activities.
• Avoid creating anxiety for the learner.
• Teach more than one way to solve a
mathematical problem.
• Try to understand their errors.
• Concentrate on one concept at a time.
• (Dyscalculia: Strategies for teaching and
learning , 2019)
15. DYSCALCULIA (CONT.)
• Encourage learner to read the problem
aloud.
• Provide examples and relate it to real-life
situations.
• Teach the language of maths.
• Match the strategy to the learners needs
and abilities.
• Encourage learners to visualise
mathematical problems.
• (Dyscalculia: Strategies for teaching and
learning , 2019)
17. REFERENCES
Dyscalculia: Strategies for teaching and learning . (2019, September 2). Retrieved from National Council for Special Education:
https://www.sess.ie/categories/specific-learning-disabilities/dyscalculia/tips-learning-and-teaching
Paulsen, R., & Dednam, A. (2016). Challenges in mathematics: mathematical literacy and numeracy. In E. Landsberg, D. Krüger, & E. Swart,
Addressing Barriers to Learning: A South African perspective (pp. 241-262). Pretoria: Van Schaik Publishers.
What are the signs of Dyscalculia. (2019, September 2). Retrieved from The Dyslexia Association: https://www.dyslexia.uk.net/specific-
learning-difficulties/dyscalculia/the-signs-of-dyscalculia/
Writer, S. (2018, May 26). Shocking school stats: this is how many South African students repeat a grade. Retrieved from Business Tech:
https://businesstech.co.za/news/business/246479/shocking-school-stats-this-is-how-many-south-african-students-repeat-a-grade/
