Abstract
The acquisition of mathematics knowledge is seen as a complex and hard mental task, some children experience severe struggle with the process of acquiring arithmetic information. The study aimed to identify the underlying causes of dyscalculia among children at the Foundation Phase in South Africa. Two elementary parts of dyscalculia are commonly recognized as: the struggle to obtain and remember mathematics knowledge, and the struggle to accomplish mathematical methods. This study searches for dyscalculia's basic causes in South Africa. Literature indicates that there are several causes of dyscalculia, including genetic factors, cognitive deficits, math skill deficits, and brain differences.
This study implemented a qualitative approach to collect data from the field through classroom observation and interviews. Interviews were conducted with teachers, educational psychologists, and focus group interviews with learners. Virtual meetings were done with doctors and educational psychologists to explore the causes of dyscalculia amongst foundation phase learners in Pretoria schools.
The data collected from the population delineated that some of the causes of dyscalculia could be the neurodivergent of learners that limits the acquisition of arithmetic information, poor visuospatial working memory, lack of concentration, the learning environment, lack of prior knowledge and lack of early identification of dyscalculia and mathematics anxiety. All these factors mentioned above could be the contributing factors to the cause of dyscalculia among young children.
The study is significant from the time when it raised awareness, knowledge, and understanding of dyscalculia among professionals since it has been prevalent for so long. This study is necessary because awareness of dyscalculia will result in resolutions. Research into this disorder still needs considerable attention concerning the diagnosis and intervention.