Using information and communication technology to support Grade 6 learners with dyscalculia

Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that focuses on the acquisition of the necessary basic mathematical skills. Against this background the purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported by implementing an Information Communication Technology (ICT) intervention, with a specific focus on number sense and basic mathematical skills. I followed a nomothetic quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two full- service primary schools and utilised non-probable and purposive sampling to select 24 participants, randomly assigning them to either an experimental or control group. Following implementation of the six-week ICT intervention, the scores of all pre- and post-test were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard Software mathematical applications, more specifically Math Lines (addition, multiplication), Math Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I then completed non-parametric data analysis by utilising the Statistical Package for the Social Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value of the ICT intervention. The findings of the study indicate that an ICT intervention can have (i) a positive effect on some aspects of number sense with learners experiencing difficulties in Mathematics, however, (ii) although an improvement in mathematical skills was evident, it was not statistically significant. Better results may be possible when additional software are included or more time is spent on such an ICT intervention to teach basic mathematical skills like adding, subtracting and multiplying after the improvement of number sense.Dissertation (MEd)--University of Pretoria, 2020.Educational PsychologyMEdUnrestricte