University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 4 2013 06 22 Prevalence of dyscalculia between second and fourth grades in Arak and reduction ways Prevalence of dyscalculia between second and fourth grades in Arak and reduction ways 28 44 132 jld-2-4-92-5-2 FA J Khodadadi MA in Educational Sciences, Allameh Tabatabai University S Moosavi Pour Assistant Professor of Psychology, Arak Univresity Journal Article 2012 08 25 This study investigated prevalence of dyscalculia between second and fourth<br />grades in Arak (Iran) and reduction ways. In this descriptive study with random<br />cluster stratifed sampling, we went to 32 schools and 64 classes for investigating<br />1802 students. In refering to schools, at first we selected weak students in math<br />with teachers help and then made sure that these students were not border and<br />hadnot serious problems in vision and hearing health and finally tested them with<br />Key Math test. We used descriptive measures for rate of prevalence, t test of<br />inferential measures and Delphi method for finding reduction ways, in second<br />grade, prevalence of disability in concepts area was %0/54, in operations area was<br />%1/09 and in application area was %0/87. In fourth grade, prevalence of disability<br />in concepts area was % 1/34, in operations area was %2/46 and in application area<br />was %1/57. There were not significant difference between boys and girls, between<br />students from city and from village in 2 grades in getting dyscalculia. Delphi<br />method revealed that to reduce dyscalculia we could do these: training educational<br />leaders, putting purposes of math books at the first of next year math book for<br />assessment before starting to teach new things, starting Resource Teacher desing,<br />taking place applied mathematics festival, training teachers about dyscalculia. This study investigated prevalence of dyscalculia between second and fourth<br />grades in Arak (Iran) and reduction ways. In this descriptive study with random<br />cluster stratifed sampling, we went to 32 schools and 64 classes for investigating<br />1802 students. In refering to schools, at first we selected weak students in math<br />with teachers help and then made sure that these students were not border and<br />hadnot serious problems in vision and hearing health and finally tested them with<br />Key Math test. We used descriptive measures for rate of prevalence, t test of<br />inferential measures and Delphi method for finding reduction ways, in second<br />grade, prevalence of disability in concepts area was %0/54, in operations area was<br />%1/09 and in application area was %0/87. In fourth grade, prevalence of disability<br />in concepts area was % 1/34, in operations area was %2/46 and in application area<br />was %1/57. There were not significant difference between boys and girls, between<br />students from city and from village in 2 grades in getting dyscalculia. Delphi<br />method revealed that to reduce dyscalculia we could do these: training educational<br />leaders, putting purposes of math books at the first of next year math book for<br />assessment before starting to teach new things, starting Resource Teacher desing,<br />taking place applied mathematics festival, training teachers about dyscalculia. https://jld.uma.ac.ir/article_132_b3c534e36abd27173fbfb5c166ba47f0.pdf