CHAPTER 1

THE PROBLEM AND IT’S BACKGROUND

Rationale of the Study
Education plays the most important role to every individual because of imbued necessary
knowledge and skills needed to become a functional part of the society. In the recent study of
World Bank, it revealed that education is one of the strongest instruments in reducing
poverty, thereupon improving the well-being of the people.
The unending pursuit of academic excellence, the Philippines started its reform in education
called the K to 12 Program upon the enactment of Republic Act (RA) 10533 otherwise
known as “Enhanced Basic Education Act of 2013”. Through the intention of elevating
Philippine educational system. One of the notable indicators of reform’s effective delivery of
basic education would be the country’s participation in international educational research
studies such as the Trends in International Mathematics and Science Study (TIMSS). A large
scale assessment periodically conducted to provide feedback on how the Filipino learners’
performance improved over time in an international setting from the time it changes its basic
education curriculum now the K to 12.
Mathematics has been deemed as an essential subject because arithmetic and logical
reasoning are the basis of science and technology. It is one of the most significant and
colorful subjects in any discipline. Jose (2015) pointed out that mathematics is a support that
attempt to resolve a problem situation across all disciplines. It is considered as
interdisciplinary tool and language but rather plays an immense role in fostering critical and
logical thinking among learners. It for this reason, most educational administrators
emphasize learner’s proficiency in computational skills and problem-solving. The skills in
mathematics are the key indicators of the child educational and future adult work
environment. Math is not just the science of numbers, but also used as means for calculating
time and distance in everyday life. Aside from, it also deals on handing money and analyzing
data to come up with decisions intended for financial planning and other means of purchasing
materials. It is also essential in science, technology, engineering and mathematics (STEM)
fields. It is believed that learners have an intrinsic characteristic to inherent “numerosity” or
the number of things (Butterworth, 2005). However, the challenge of maintain a high-quality
education system, right investments must be done ( Philippine Institute for Development
Studies, 2012). More so, there is a need to give emphasis on the competence of the learners
in subjects that prepares them for the real world of work, such as Mathematics. Mathematics
as a subject pervades life at any age and in any circumstance. This means that its value goes
beyond the classroom and the school. Mathematics as a subject in school must be learned
comprehensively and with much depth ( Department of Education, 2013).
Mathematics as a subject in the basic education should not be taken for granted. It has a big
role in the development of country. There are a lot of learning approaches and reasons
behind the performance of the learners. The learners are affected to some factors affecting
their learning such as teaching processes, strategies, learning environment, learner’s
motivation and assessments in the context of mathematics. They should be given emphasis to
lessen the decreasing literacy rate in mathematical skills of the learners. Despite to many
innovative teaching strategies today, performance in mathematics remain low and alarming.
This is publicized in the result of the Third International Mathematics and Science Study
(TIMSS), in which Philippines ranked 39th out of 41 participating international countries
based on the report of Mullis as cited by Cordova and Tan (2018). It denotes that educational
system in our country still have the problem in mathematics education. The simple recall and
retention on basic concerns that we need to address to recuperate within the system. The
result in the National Achievement Test, most of the schools and institutions did not make it
to the passing rate set by the National Testing and Research Center (NETRC).
Mathematics skills as mentioned by Dowker et al., (2016) are vigorous for everyday life and
shortfalls in mathematical performance showed a negative effect in many purviews such as
education, profession and daily routine. This is common among many children who have
negative attitudes and feelings towards mathematics.
Moreover, study of Liu and Koirala (2009) showed that efforts are needed in promoting
mathematics for high school learners. It revealed in the result that there was a positive
association with mathematics achievement. It is believed that self-efficacy may be increased
using the right instructional strategies, helping learners to set their learning goals and
providing timely and explicit feedback by encouraging them to study harder, and used those
learners with high achieving goals.
Learning mathematics in the Philippines, have pave the change in the Department of
Education of the Philippines by embracing the K-12 curriculum. The spiral change in the
basic education curriculum was taken into consideration because of the low achievement
scores of Filipino students in the National Achievement Test and the international test known
as the Third International Mathematics Science Study (TIMSS). Despite the low
performance of the learners, and the diversity of the classroom situations, researchers
revealed the positive side of the poor performing Filipino students, such as that Filipino
students have the highest level of enjoyment in learning science (Shena & Tamb, 2008); it is
believed that Filipino learners are developmentally ready to learn competencies assigned by
their curriculum makers (Felipe, 206) and that effort of the learners can increase their
mathematical ability (Sangcap, 2010). In the study of Bernardo (2002), the effect of solving
worded problems in Mathematics using the first language first (Filipino) is the same with the
second language (English) when it is used. While on the study of Ong, Liao & Alimon
(2009), a correlation between problem solving and learning strategies; problem tests written
in the first language may facilitate learning. It means that they are able to allocate cognitive
resources for comprehension of the problem test rather than for understanding the language in
answering the mathematical problems.
As cited by Benito in the study of Cabatay et.al (2011), it is considered that mathematics is
learned by different reasons. Firstly, the mastery of basic mathematical skills is needed in
order to cope the demand of life. This demands include being numerically literate, gaining
tools for future employment, developing the prerequisites for further education and appreciate
the relationship between mathematics and technology. Secondly, math is the language of
sciences, and the discipline that serve as a symbolic communication. Thirdly, mathematics
plays an important role in developing students general decision making and problem solving
skills. Schools are established with the aim of imparting knowledge and skills to those who
go through them and behind all this is the idea of enhancing good academic performance.
The student’s performance (academic achievement) plays an important role in producing the
best quality graduates who will become great leader and manpower of the country.
It said in studies that there are range of reasons that affect the quality of performance of
students (Waters & Marzan0, 2006). More so, Obama (2004) asserted that parents have the
primary responsibility in instilling ethic of hard work and educational achievements in their
children. In the study made by world bank report (2007), considered developing countries
believed that mathematics teachers are being produced by Universities and Colleges. It is
therefore said that they are encouraged to pursue these courses purposely to fill the gap.
The poor school performance and the low self esteem of the child and stress to parents was
believed to be a significant cuase by (Karande and Kulkarni 2005). Baruah(2010) showed
that mathematics performance of schools are positively correlated with the academic
performance of school indicated by school leaving pass percentage and with the performance
in subjects other than mathematics. In contrary, students and teachers ratio seems not to
affect the mathematics performance of the school under study. This is the call for an urgent
attention to improve performance of school indicated with societal needs.
At present, there are a lot of learners having difficulties in understanding competencies in
mathematics as presented in the curriculum of the basic education K to 12 program. In the
national and international evaluation revealed that there was a low performance in
mathematics in terms of knowledge and competencies needed in the subject. In both national
and international studies revealed that among learners with satisfactory evaluation, also
believe not to like mathematics and do not like spending much time with the subject. These
findings indicate that large number of young people is prone to having mathematical
deficiency which is more commonly known as dyscalculia.
The abovementioned deficiency in mathematics may include mathematical disability,
arithmetic learning disability, number fact disorder psychological difficulties in mathematics
and developmental dyscalculia. In the presented diagnostic criteria for mathematical
impairment in specific learning disorder are problems with number sense, memorization of
arithmetic facts, accurate or fluent calculation and accurate math reasoning. (Diagnostic and
Statistical Manual of Mental Disorders for APA, 2013). More so, DSM-5 states that
‘dyscalculia’—refers to a pattern of difficulties characterized by problems with processing
numerical information, learning arithmetic facts, and performing accurate calculation. In
addition, Department for Education and Skills (2001), defines dyscalculia as a condition that
affect the ability to acquire arithmetical skills. The learners with dyscalculia may have
difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have
problems learning number facts and procedures. In this study, the term dyscalculia learner
will be used.
Dyscalculic learners may have difficulty understanding simple number concepts, lack an
intuitive grasp of numbers, and have problems learning number facts and procedures. Even if
they produce a correct answer or use a correct method, they may do so mechanically and
without confidence. In this study the term developmental dyscalculia is used. Butterworth
(2003) explains further that even at a basic level, mathematics involves complex abilities,
such as understanding number words; being able to carry out mental and written arithmetic
using the four fundamental operations, being able to solve missing operand problems, and
being able to solve word problems which set arithmetical problems in realistic contexts
particularly using money and change.
 Dyscalculia is seen as specific developmental disorder like dyslexia. Dyscalculia is
said to be a mathematical learning disorder in which the ability is far below expected for a
learners age, intelligence and education. A broad term that includes many types of
difficulties in learning mathematics. It is noted that children with dyscalculia tend to be of
normal intelligence. They are being noticed of their mathematical difficulties based on their
accompanying literacy difficulties. Importantly, dyscalculia is not a unitary concept and the
associated cognitive profiles might vary widely between and within individuals (Kaufmann
and Nuerk 2005; Wilson and Dehaene 2007).

Developmental dyscalculia is a domain disorder (Ashkenazi & Henik, 2010)

manifested itself with impaired processing of numbers and arithmetic (Molle et.al, 2012). It
is also synonymous with mathematical difficulties stemming from environmental factors such
as motivation, inappropriate teaching and etc. in which children exhibit difficulties as
developmental dyscalculia which is described to acquired dyscalculia(Sharma, 2013).

Despite the evident importance of numerical and mathematical skills for life success
and a prevalence rate equivalent to that of developmental dyslexia (Shalev et al. 2000),
developmental dyscalculia has been chronically understudied, with studies on dyslexia
outnumbering those on developmental dyscalculia by 14:1 as recently as 2007 (Gersten,
Clarke, and Mazzocco 2007). The consequence of this under-attention is that the cognitive
causes of developmental dyscalculia are currently poorly understood. It should be noted that
developmental dyscalculia often co-occurs with other learning difficulties such as
developmental dyslexia and attention deficit hyperactivity disorder (ADHD). When a
PubMed search for refereed articles with keywords developmental dyscalculia and dyslexia
was conducted for the year 2010-2014, it unveiled 1460 hits for dyslexia and only 153 hits
for developmental dyscalculia. This example clearly exhibits that knowledge about
developmental dyscalculia is much less established (Moller et al., 2012).

Developmental dyscalculia can cause deleterious effects on many facets of life. It may
lead to low self-esteem, anxiety and depression, therefore, the problem of developmental
dyscalculia is acute and if not treated, it persists into adulthood (Kaufmann, Pixner & Goebel,
2011). One major challenge is developing best strategies for identification, assessment and
diagnosis, before interventions could be planned (Shattuck & Grosse, 2007). It is imperative
for the practitioners to be conscious of the accurate diagnosing and identification of
developmental dyscalculia. The consequences of low numeracy can be detrimental and hence
the diagnosis of developmental dyscalculia should be done with intense care. There is much
focus in both the psychological and educational fields to ameliorate sound testing measures
(Sparrow & Davis, 2000) so that they are relevant enough to sieve intended individuals. Also,
there are a lot of pressing concerns relative to the development and usage of various
assessment tools that includes psychometric properties, lack of executing item-timed tests,
and dependability on single measure, adopting dissimilar parameters to be considered in
investigating the occurrence of developmental dyscalculia, cultural differences, technology,
cost and availability.

In any culture of the different counties, it is a widespread stereotype that mathematics

is linked among adult males, with the perception that “Math is for males only”, which gives
an underrepresentation of women in the field of science, engineering and mathematics
(Cvencek et al., 2015). This dilemma has been influential in the educational interests and
career choices of children (Cheryan et al., 2015). Moreover, the perception of the society
about gender on mathematic skills on boys and girls lead to the difference in the
identification of their skills and interests and career choice of children (Cvencek et al., 2011).
This also mediate their learning in the subject influenced by their interests and perceptions
towards their abilities in performing task related to the subject (Beilock et al., 2010).
Students’ self-perceptions about their academic abilities are vital in their effort to adjust with
their school tasks and responsibilities because these perceptions could influence the extent of
efforts students to exert for their school tasks (Farrington et al., 2012; Pajares & Schunk,
2001). Students who perceive that they are skillful in a particular subject would likely to
perform well in that field than those who perceive to have low skills (Correll, 2001;
Hannover & Kessels, 2004). The academic performance of students who have a lesser
interest in doing the task would be negatively affected (Pintrich, 2000; Ryan & Patrick,
2001). On the other hand, students who have high self-concept on a particular subject likely
aims to perform well in whatever related tasks are given to them. In turn, this brings
positive effects on their performance in the subject. Thus, a high academic self-concept
directly relates to better academic achievement (Khalaila, 2015).

In the Philippines, few kinds of literature discuss gender differences in the self-
concept and performance of the students in mathematics. It is interesting to explore whether
the findings of the previous studies are consistent or reflective with the students in this
country. According to Capuno et al. (2019) that Filipino students’ performance in Math needs
to be improved as reflected in the 2016-2017 Global Competitiveness Report; in this, the
Philippines ranked 79th out of the 138 participating countries in terms of the quality of
Science and Math education. This report is consistent with the Department of Education’s
(DepEd) National Achievement Test (NAT) results, in which the Mean Percentage Score in
Mathematics was 48.63% a score below the 50 percent requirement of DepEd. It is essential
that factors affecting the performance of the students in Math are explored in order to address
these concerns, neglecting to address these problems will worsen the situation of the
country’s educational development. To address these problems, an assessment of the status of
the problem must start from the school level. The students were observed to have adopted the
societal stereotype that boys perform better in Math than girls. This is evident when tasks are
given to the students, yet most girls would be hesitant to participate; they prefer that boys
perform the tasks given to them. Other than that, if group activities are given, girls usually
refuse to accept the responsibility of doing the activities assigned to them. Boys are usually
delegated to do the tasks for the group. In this connection, boys are observed to be more
confident in sharing their ideas and solutions to the class whenever they are asked to discuss
their answers in front. If left unattended, this scenario will promote the perceptions that girls
are inferior to boys when it comes to mathematics skills.

Dramanu and Balarabe (2013) cited that self-concept is multifaceted, hierarchical,

organized and structured, descriptive and evaluative, stable, and yet increasingly situation
specific. Moreover, academic self-concept is an evaluation of the perception of students
based on their experience and interpretation of the events that they experience in school
which leads to the formation of specific attitudes, feelings, and perceptions about one’s
intellectual and academic abilities based on the academic scenario. In the study of Guay et al.
(2010), which aimed to investigate the self-concept of the students, they found that students
who have high academic self-concept have higher grades because they are more motivated to
perform well in school. However, students who have low self-concept avoid school tasks
because they consider these as threats, which led them to have poor performance.
Timmerman et al. (2017) examined the relationship between the Math self-concept and Math
achievement of the 108 twelve to 14-year-old students from a secondary school in the
Netherlands. They found that there is a significant positive correlation between Math self-
concept and achievement of the students in all four domains of Math, such as measurement,
relations, numbers, and scale. Furthermore, the regression analysis showed that Math self-
concept was significantly accounted for in the variance of Math scores of the students.

Cvencek et al. (2015) studied the gender identity, Math -gender stereotypes, Math
self-concepts, and Math achievement of Singaporean elementary students. Students were
asked to answer the Child Implicit Association Tests (Child IAT) and the standardized Math
achievement test. Results showed that Math self-concepts were positively related to Math
achievement. There was a significant correlation between stronger Math self-concept and
stronger Math-gender stereotypes for boys but a weaker Math self-concept for girls. Lastly,
Math-gender stereotypes were significantly related to Math achievement. Dramanu and
Balarabe (2013) examined the relationship between self -concept and the academic
performance of Junior High School students in Ghana. Students were asked to complete the
self-concept questionnaire and answer the Math achievement test. Results uncovered that
there was a critical connection between results revealed that there was a significant
relationship between self-concept and academic performance of the students. Further, a
significant difference between the self-concept of the urban and rural high school students
has also observed wherein urban high school students had higher scores. Lee and Kung
(2018) explored the relationship between Math self-concept and Math achievement of the
Junior High School Taiwanese students using structural equation modeling. They found that
there was a considerable gender contrast concerning the student’s Math self-concept and
Math achievement. Boys showed a higher self-concept than girls, but girls had higher Math
achievement than boys. Similarly, Ajogbeje (2010) investigated the relationship between self-
concept and academic achievement of the 450 secondary students in Ekiti State using
multiple regression analysis. Results uncovered that there was a critical connection between
self-concept and Math achievement. It also revealed that moderate self-concept could predict
Math achievement.

In addition, Bayombong Central School has always served as a fertile ground that
leads pupils by the hand to see the horizon with hope and anticipation of bright morning and
recognizing learning needs of the disabled and gifted who demand special attention in
response to the philosophy of inclusive education. It is conceived to empower the pupils for
lifelong learning and develop their potential. In order to achieve this life-long goals of the
school, it is imperative to assess the academic performance of the learners in grade IV pupils.
This was revealed on the performance of the grade IV learners during their last year
performance in mathematics with regards to their mean percentage grade in each quarter. It
revealed that an average of 83.60 which is partial mastery or satisfactory performance. This
opt us to understand that it is true that some pupils perform highly, others, on the contrary, do
not perform well. Comparing it against their national achievement test (NAT) performance of
83% in mathematics which is almost the same with their mean percentage performance.
Furthermore, Bambang Central School is also known for its SPED center and premiere
elementary school of the south. It continuously progressed in terms of its curricular offering
and academic performance here in the division, region and even national because of its
achievements. However, behind every success of the school in terms of academic
performance, there still low performing learners in the school. This was evident in their
performance in the different subjects. One of the notable performance showing low
performance in Science, English and Mathematics subjects. Relative to this study, it looks
into the performance in mathematics and showed a mean percentage grade of 84.02 as against
to their NAT performance of 85.25 in mathematics. This implies that there is still a
satisfactory performance in this subject.
 Thus, this study will deal on those who do not perform well because if this poor
performance goes unchecked, the school may affect the delivery and service of quality basic
education among learners of this school. This study aimed to serve as basis for planning and
improving delivery of the mathematics curriculum especially those with dyscalculia. The
study also includes in understanding the underpinning factors brought about the deficiency in
mathematics among grade IV learners with dyscalculia. In addition, this will be the backbone
of the school and the division in a larger context to improve the performance of learners and
the delivery of the mathematics curriculum in the division of Nueva Vizcaya.

Statement of the Problem

Although, there are a lot of effective methods and appropriate strategies used in
learning mathematics developed by different mathematicians and scholars; and researches on
diverse areas in learning mathematics are abounding; researches on performance in
mathematics is already proliferating especially in concepts and curriculum of the subject
matter and practices, while the study on the morbidity of learners with dyscalculia in
mathematics is still limited. This study presents the structural variations of categories of
learners with dyscalculia and their performance in mathematics and their underpinning
factors that affect the learning development of the grade IV learners in mathematics.

Specifically seeks to answer the following questions:

1. What is the level of academic performance and comprehension level of Grade IV

learners in Mathematics with dyscalculia in the Division of Nueva Vizcaya?
2. What are the types of dyscalculia present among Grade IV learners in the Division of
Nueva Vizcaya?
3. What are some environmental factors that affect the learning development of learners
with dyscalculia in Mathematics?
4. Is there a significant difference on the academic performance and comprehension
level of Grade IV learners with dyscalculia in Mathematics?
5. Is there a significant difference on the academic performance and their type of
dyscalculia in Mathematics among the Grade IV learners?
6. Is there a significant relationship of the academic performance, comprehension level
and their identified factors in learning mathematics among Grade IV learners?
7. What can be recommended to resolve with dyscalculia among Grade IV learners in
Mathematics?

Statement of Hypothesis

Based on the identified statement of the problem, the following are identified
variables for test of difference as follows:

1. There is no significant difference on the academic performance and comprehension

level of Grade IV learners with dyscalculia in Mathematics.
2. There is no significant difference on the academic performance and type of
dyscalculia among Grade IV learners when group according to their profile
characteristics.
3. There is no significant relationship of the identified factors towards their academic
performance of the Grade IV learners with dyscalculia when group according to their
profile characteristics.
Significance of the Study

The findings of the study will be of valuable help to the following:

Administrators and Curriculum Developers. The result of this study can be their baseline
for designing an appropriate and functional mathematics program, activities addressing the
demands of the modern time. Create a program that provide a diverse, relevant and adequate
opportunities for learners to improve their skills especially those with dyscalculia to improve
their numerical fluency aided by meaningful activities. Moreover, it can also be the basis for
planning personal and professional development training workshops or in service training in
order to guide them in teaching diverse learners and identify those learners with dyscalculia
in improving their mathematical skills.

Teachers. All teachers are mathematics teachers. This study may inspire all teachers across
content-areas to take active roles and accept the responsibility of teaching pupils how to do
functional mathematics. The results will further be used by teachers to reflect, to enrich,
revise and update the syllabi or revisit their mission of teaching and invigorate themselves
with the challenges of developing the mathematics skills and abilities of the pupils especially
those with dyscalculia. Furthermore, this may serve as their guide in providing quality
intervention to address the deficits of the learners in selected competencies in the area of
mathematics and allied learning disabilities.

Pupils. Based on this study, the learners will become aware of their strengths and weaknesses
in mathematics. The findings of the study may motivate them further and challenge
themselves to pursue deeper in learning and improving their skills in mathematics. The
dyscalculia in mathematics may help them hone their identified weakness in mathematics and
turn them into strength to cope up with the subject. It also become a realization of their
effective problem solving techniques and study skills and literacy across areas.

Parents. The data and information that may be obtained from this study would make the
parents aware of their children’s ability to numeracy and functional mathematics which may
encourage them to create conducive atmosphere in which their children would develop their
love for mathematics. This will even be an avenue for them to conduct a continuous
supervision of the varied concepts being taught in school so as to avoid backlogs and such
deficits.

Mathematics Enthusiasts. The findings of the study will help create a community of
intellectuals with rich manipulative and learning materials in mathematics guiding the
learning development of learners with dyscalculia. It will also be an avenue for them to craft
materials which are suited to the needs of the learners with dyscalculia in the community for
life-long and functional mathematical skills of the learners.

Scope and Delimitation of the Study

The study will have focused on the identification of recommended policy development and or
curriculum implementation in mathematics among grade IV learners. The study will deal on
the identification on the morbidity of learners with dyscalculia in the Division of Nueva
Vizcaya. The factors that hindrance the learning development of grade IV learners will also
be considered to check which type and level of dyscalculia by this learner.

This study will be conducted at SDO Nueva Vizcaya catering the mega central schools in the
north and south. The Bayombong Central School for the north and Bambang Central School
for the south. The study will be done this SY 2020-2021 were the subjects or respondents
will be the grade IV learners in the school’s division of Nueva Vizcaya.

Theoretical and Conceptual Framework of the Study

Maturity Theory. The concept of maturational lag postulates slowness in certain

specialized aspects of neurological development. It implies that children learn through a
certain sequence of maturation of cognitive abilities. It contends that each individual has a
preset rate of development of the various factors of human growth including cognitive
functions that each individual develops at different rates. It is seen that may children with
learning deficiency need extra time to compensate for their slowness in neurological
development, usually requiring one or more years. It was also observed that during the
growing stages students normally tends to pay more attention to comfortable rather than the
uncomfortable aspects of learning. The result is that the uncomfortable aspects fail to
develop leading to intensified and exaggerated disability. In Piaget, the proponent of
maturational stages of development alleges that cognitive growth occurs in a series of
invariant and interdependent stages of logical thinking. The stages are hierarchical and it is
essential that the child is given may opportunities to stabilize behavior and thought at each
stage of development. Thus it emphasizes that sometimes learning problem in a child may
merely be a lag in the maturation of a certain process.
Behavioral Theory. This theory focuses on the task to be taught and the behavior needed to
learn these tasks. The direct instructions method, task analysis, sequential skill teaching are
some of the methods used by the behavior theorists. In this process, the academic skills and
the skills required for accomplishing the task are analyzed. These are placed in a logical,
sequential order and then the students is taught the required sub skills that are not yet
mastered. It is proposed that at each of the learning stages in the acquisition, proficiency,
maintenance and generalization, the children with LD will need much support, will move at
slower rate and my need specific help to go on to the next stage (Bloom, 1978).
Cognitive theories of Psychology. The proponents of these theories believe that mental skills
like learning, thinking and knowing are essential for human functions. The processes
involved in conceptualization, abstraction, reasoning, criticizing and being creative need to be
studies in order to understand learning deficiency. The unique way that the children with
learning difficulty learn and the intrinsic cognitive characteristics that hinder or prevent their
process of learning area of great value to understand learning difficulty (Learner, 1988).
Several theories that discuss the disorders. The Disorder of Psychological Processing, which
states that intrinsic limitations in cognitive abilities in perception, language, memory,
attention, concept formation or problem solving interfere with child’s learning. Many of
these developmental or pre-academic areas of learning. Deficits in auditory and visual
perception are specially emphasized along with their sub categories like visual perception,
visual closure, visual discrimination, visual memory and similar categories for auditory
perception. Thus, theory contends that students differ in their underlying mental abilities to
process and use information and that these differences affect the students learning. (Lerner,
1988).
Developmental dyscalculia is a specific learning disability (Shalev, 2004) affecting the
normal acquisition of arithmetic skills. Genetic, neurobiological and epidemiologic evidence
indicates that dyscalculia, like other disabilities is a brain based disorder. However, poor
teaching and environmental deprivation have also been implicated in tis etiology. Because
the neural network of both hemispheres comprises the substrate of normal arithmetic skills,
dyscalculia can result from dysfunction or either hemisphere, although the left
parietotemporal area is of particular significance. Arguably, all developmental disorders that
are categorized within the spectrum of specific learning difficulties have aspects of
behavioral, cognitive and neurological roots.
Morton and Frith (1995) proposed a causal modeling composed of seven framework
which draws together behavioral, cognitive and neurological dimensions and contextual ties
within the environment of the individual. The reason behind of this model is that no level
should be considered independently and should include the impact of environmental
influences. Frith believes that the variation in behavioral or cognitive explanations should not
ignore common underlying factors at the biological or neurological level. Equally, complex
interaction between biology and environment mean that there is deficit on the neurological
result in cognitive and behavioral difficulties especially on the individual. Krol et al. (2004)
extended this framework in an attempt to explore application to conduct disorder.
Geary (2004) describes the sub types of dyscalculia: procedural, semantic memory
and visuospatial. The Procedural Subtype is identified where the individual exhibits
developmentally immature procedures, frequent errors in the execution of procedures, poor
understanding of the concepts underlying 10 procedural use, and difficulties sequencing
multiple steps in complex procedures, for example the continued use of fingers to solve
addition and subtraction problems. He argues that there is evidence that this is a left
hemisphere pre-frontal brain dysfunction, that can be ameliorated or improve with age. The
Semantic Memory Subtype is identified where the individual exhibits difficulties in retrieving
mathematical facts together with a high error rate, For example responses to simple
arithmetic problems, and accuracy with number bonds and tables. Dysfunction appears to be
located in the left hemisphere posterior region, is heritable, and is resistant to remediation.
The Visuospatial Subtype represents a difficulty with spatially representing numerical and
other forms of mathematical information and relationships, with frequent misinterpretation or
misunderstanding of such information, for example solving geometric and word problems, or
using a mental number line. Geary also argues that difficulties should be considered from the
perspective of deficits in cognitive mechanism, procedures and processing and review in
terms of performance, neuropsychological, genetic and developmental features.

Conceptual Framework
INDEPENEDENT VARIABLE

Environmental Factors

Mathematics Performance

DEPENDENT VARIABLE
Morbidity of Learner with Dyscalculia

Improved Performance in Mathematics

OUTCOME
Policy Review on the Mathematics Curriculum

Capability building for Teachers teaching Mathematics

Teaching Strategies and Learning materials in improving performance

Figure 1. Conceptual paradigm

 It can be gleaned from the figure above the relationship of the independent variable
from the dependent variable and its result or outcome. In this study, it is based on the
performance of grade IV learners with dyscalculia which have been taken into by different
research studies. However, in this study it deals on the morbidity of grade IV learners with
dyscalculia. The support strategies are the independent variables whose influence the
performance of the learners with dyscalculia is being investigated. These learning support
strategies are the underpinning factors brought about the learning difficulty of the learner,
teaching and learning styles and assessments and the differentiated tasks and classroom
activities or assignments.
The performance of learners based on their mean percentage score on the test and the
different types of dyscalculia play an important role in the identification of the number of
learners with different types of dyscalculia. This may be crucial for effective equipping of
learning support of the teachers and school later in this study.
The dependent variable of the study will be the morbidity of dyscalculia and its types among
grade IV learners of the division of Nueva Vizcaya. Improved performance is generally
defined in terms of their scores achieved in numeracy tests and the reduction of number of
errors a learner with dyscalculia in the mathematical problem solving process.
The outcome of the study will be a policy review on the curriculum of the mathematics to
simplify and review the difficult competencies and come up with teacher’s capability to help
them understand approaches in teaching with dyscalculia in grade IV learners. Come up with
different learner’s materials that may improve the performance with dyscalculia.

Definition of Terms

Mathematics - It is the study of topics such as quantity numbers, structure, space, and change.

Teaching - It is the process of attending to people’s needs, experiences and feelings, and making
specific interventions to help them learn particular things.
Styles - It is a particular way in which something is done, created, or performed.
Interest – This refers to the amount of the students dislike or like of particular things.
Study Habits – This refers to usual form or action of a person in studying.
Personality Traits – This refers to the good relationship of mathematics teachers with the students.
Teaching Skills – This refers to the skills of the teachers in mathematics in terms of teaching his/her
lesson.
Instructional Materials – This refers to motivating techniques that teaching materials or equipment
used. It can be highly technology or simply materials that can use in learning preference.
Ability grouping This is the art of dividing students into homogenous groups based on their
performance in a given subject

Assistive technology. This includes online equipment’s and others like audio-visual
textbooks, spellcheckers and smart boards which are meant to help learners with learning
difficulties cope with lessons in a conventional classroom.
Cognition. This is a profound reading disability

Developmental dyslexia Differentiated curriculum. This is an approach or a curriculum

that is planned according to the needs and ability of a learner with learning difficulty

Dyscalculia. This is a profound arithmetic disorder that causes difficulties in learning

concepts, memorizing facts and understanding how mathematical problems are organized in a
page.

Dysgraphia. This is a scientific term that refers to all types of written expression disorders

Dyslexia. This is a reading disability that involves difficulties with accurate or fluent word

Environmental –related factor- this describe the classroom and home study environment of
the learner that take place as one of the factors affecting performance in mathematics.

Learning disability. recognition or word decoding.

Learning support unit. This is a learning disorder in which a person has difficulty learning
in a typical manner.

Peripatetic teacher This is a department in a school set aside for supporting learners with
specific learning difficulties.

Resource room This is a room in a conventional school which is equipped to support

learners with learning difficulties like dyslexia or dyscalculia.

Screening This is a scientifically designed program usually online, of identifying students

who have a learning difficulty.

Differentiated teaching method. This is a learning support strategy where special attention
is given to students with a learning difficulty in a conventional lesson.

Parent-related Factor. It describes the role and participation of the parent in guiding or
teaching them about the subject and underpinning factor affecting performance in
mathematics.

Learner- related Factor. This refers to the study habits, organization and dynamic self-
concept of the learner towards mathematics and underpinning factor affecting performance in
this subject.

Teacher-related Factor. It describes about the personality trait of the teacher, instructional
materials and also teaching strategy and approach in teaching the subject as one of the
underpinning factors affecting performance in mathematics.
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