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Introduction

Mathematics is an integral part of the academic curriculum, playing a crucial role in shaping students’ critical thinking and problem-solving skills. However, for students with dyscalculia and other math learning disabilities, grasping mathematical concepts can be a challenging and frustrating experience. Dyscalculia is a specific learning disability that affects an individual’s ability to understand and process mathematical information. Students with dyscalculia often struggle with basic arithmetic, number sense, and mathematical reasoning, impacting their overall academic performance and self-esteem.

Addressing the needs of students with dyscalculia and other math learning disabilities is essential to ensure inclusive and equitable education for all. As a PhD student, this final thesis aims to explore effective strategies and interventions to support students with dyscalculia in overcoming their mathematical difficulties. By identifying the specific challenges faced by these students and providing targeted interventions, educators can help improve their mathematical skills and overall academic success.

This thesis will begin by providing an overview of the background of the study, highlighting the prevalence of dyscalculia and its impact on students’ learning outcomes. The problem statement will outline the gaps in current research and practice regarding the support for students with dyscalculia. The objectives of the study will detail the specific goals and aims of the research, while the limitations and scope of the study will clarify the boundaries and focus of the investigation. The significance of the study will emphasize the importance of addressing the needs of students with dyscalculia in educational settings.

The structure of the thesis will be outlined, including the organization of chapters and sections to follow. Finally, the definition of key terms related to dyscalculia and math learning disabilities will be provided to establish a common understanding of the topic.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objectives of Study
1.5 Limitations of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of Dyscalculia
2.2 Prevalence of Dyscalculia
2.3 Characteristics of Dyscalculia
2.4 Impact of Dyscalculia on Learning Outcomes
2.5 Current Interventions for Students with Dyscalculia
2.6 Best Practices for Supporting Students with Dyscalculia
2.7 Technology-Based Interventions for Dyscalculia
2.8 Parent and Teacher Involvement in Supporting Students with Dyscalculia
2.9 Assessment and Diagnosis of Dyscalculia
2.10 Conclusion

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis
3.5 Ethical Considerations
3.6 Research Validity and Reliability
3.7 Research Limitations
3.8 Timeline and Budget

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Analysis of Findings
4.3 Implications for Practice
4.4 Recommendations for Future Research
4.5 Limitations of the Study
4.6 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusion
5.3 Implications for Practice
5.4 Recommendations for Policy
5.5 Future Directions
5.6 Final Thoughts

Overall, this thesis aims to contribute to the existing body of knowledge on dyscalculia and math learning disabilities, providing valuable insights and recommendations for educators, parents, and policymakers to better support students with dyscalculia in their academic journey. By addressing the unique needs of these students, we can create a more inclusive and supportive learning environment where all students can thrive and succeed in mathematics.

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