Exploring the prevalence of developmental Dyscalculia amongst distance education students at the Namibian University of Science and Technology

Abstract

This qualitative study sought to investigate the misconceptions related to the low Mathematics pass rate of the distance education learners at the Namibia University of Science and Technology (NUST). The researcher suspects that the low pass rate might be due to Dyscalculia, a Mathematics Learning Disability. Therefore, this study examines the symptoms of Dyscalculia in adults, identifies other learning difficulties that are associated with Mathematics and suggests appropriate learning support strategies. The population of this study was 131 distance education students, aged 25 years and above, enrolled for basic mathematics. The purposive sampling method was used, and the data collection methods were interviews and an openended online questionnaire. Data were analysed using thematic analysis technique. The findings revealed that some of the symptoms of Dyscalculia in adults include the lack of mastering basic mathematics skills, have difficulty in understanding mathematical vocabulary and have difficulty in the retrieval of arithmetic facts, amongst others. The findings illustrate that Dyscalculia may be an attributing factor towards the low pass rate in Mathematics and that a holistic learning support approach should be used; this entails early identification and screening for specific learning disabilities.