This study assessed the level of awareness, identification skills, and perceived challenges regarding dyscalculia among primary school teachers in Kontagora Local Government Area, Niger State, Nigeria. A descriptive survey research design was adopted, with a sample of 379 primary school teachers selected from a population of approximately 2,000. Data were collected using a researcher-designed structured questionnaire titled Dyscalculia Awareness Teachers Questionnaire (DATQ), which achieved a reliability coefficient of 0.79 using the test-retest method. Data were analyzed using descriptive statistics, including mean and standard deviation, with a criterion mean of 2.50 adopted for decision-making. Findings revealed that teachers demonstrated low awareness of dyscalculia, with mean scores below the criterion for knowledge of the term, its definition, and symptoms. A prevalent misconception was the belief that dyscalculia results from laziness or low intelligence. Teachers reported limited access to formal training on specific learning disabilities and workshops on dyscalculia, relying instead on online resources and colleague discussions. Major challenges identified included lack of instructional resources and large class sizes. Despite these barriers, teachers expressed positive attitudes toward supporting affected pupils and strongly endorsed school-parent collaboration. The study recommended integrating dyscalculia-focused content into teacher education curricula, providing regular workshops, developing locally-adapted screening tools, and fostering collaborative partnerships between schools and parents to enhance early identification and support for learners with dyscalculia.
Keywords:
