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 Psychology / MEd / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/79222 |
| Date | January 2020 |
| Creators | Cronje, Lindi-Anné |
| Contributors | Ferreira, Ronel, lindi.cronje4@gmail.com, Stols, Gerrit H. |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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