The design and development of a dyscalculia checklist based on a focus group interview

IF 0.9 Q3 EDUCATION, SPECIAL British Journal of Special Education Pub Date : 2023-08-14 DOI:10.1111/1467-8578.12474
Soo May Yoong, Noor Aini Ahmad, Charanjit Kaur Swaran Singh, Wei Lun Wong
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Abstract

This article aims to explore the symptoms and characteristics of dyscalculia. This is a qualitative study. Five experts in the field of special education took part in a focus group interview. Each expert had more than ten years of experience in their area of expertise. To determine the content validity of the protocol, three experts in special education, language and qualitative research evaluated each of the eight items. Cohen's kappa analysis was used to assess inter-rater reliability. The findings of this study indicate that 59 items have been developed, based on six constructs in the dyscalculia checklist. The six constructs were subitising, estimating, Arabic numerals, verbal numbers, arithmetic facts and calculating processes. Following the focus group interview, a new construct emerged: math anxiety. The study implies that teachers might utilise this checklist to carry out early detection of students with dyscalculia in primary schools. This will enable appropriate intervention, resulting in significant benefits for the Ministry of Education, for educators and teachers, and for the students themselves. Although this study was based in Malaysia, the results have wider implications because dyscalculia is present everywhere.

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基于焦点小组访谈的计算障碍检查表的设计与开发
本文旨在探讨计算障碍的症状和特点。这是一项定性研究。特殊教育领域的五位专家参加了焦点小组访谈。每位专家在其专业领域都有十年以上的经验。为了确定协议的内容效度,特殊教育、语言和定性研究方面的三位专家分别对八个项目进行了评估。Cohen’s kappa分析用于评估评估者间信度。本研究的结果表明,在计算障碍检查表的六个构念的基础上,已经开发了59个项目。这六个构念分别是:subsubing、estimate、阿拉伯数字、verbal numbers、算术事实和计算过程。在焦点小组访谈之后,一个新的概念出现了:数学焦虑。本研究暗示教师可以利用此检查表对小学生的计算障碍进行早期检测。这将使适当的干预成为可能,为教育部、教育工作者和教师以及学生本身带来巨大的好处。虽然这项研究是在马来西亚进行的,但其结果具有更广泛的意义,因为计算障碍无处不在。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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