Equity Journal of Innovative Research in Education (EJIRE)
ISSN: 2814-2187

Vol. 3 Issue No. 1 May 2026 / Article

Numbers in the Dark: Teacher Awareness and Identification of Dyscalculia in Primary Schools

Sajo, Hauwa Ladan
Department of Science Education, Abdullahi Fodio University of Science and Technology, Aliero

Samaila, Kamaludeen
Department of Science Education, Abdullahi Fodio University of Science and Technology, Aliero
kamalsama@gmail.com |08037208949

Muhammad, Rabi
Department of Science and Vocational Education, Usmanu Danfodiyo University Sokoto

Abstract
Developmental dyscalculia is a learning difficulty that affects pupils’ ability to understand and manipulate numerical concepts, yet it remains largely under-identified in Nigerian primary schools. There are few empirical studies exploring teachers’ awareness and knowledge of dyscalculia, particularly in Kebbi State, Nigeria. Therefore, this study assesses the awareness level of primary school teachers regarding dyscalculia and also identifies students with dyscalculia in primary schools in Kebbi State, Nigeria. The study used a descriptive survey design. A sample of 115 teachers participated in the study. One hundred and fifteen questionnaires were distributed to collect data, and a total of 112 questionnaires were successfully retrieved and valid for data analysis. The instrument was validated with an average reliability estimate of 0.79. Findings revealed that a notable proportion of primary three pupils exhibited characteristics of dyscalculia. Moreover, among 115 teachers, 84 primary school teachers were unaware of and had limited knowledge of dyscalculia. It was recommended that the government should ensure capacity building to educate the teachers on the symptoms, causes, and remedies/intervention dyscalculia.

Keywords
Pupils, teacher, dyscalculia, mathematics

Full-Text

Date Published

2026-06-24

How to cite

Sajo H. L., Samaila, K., & Muhammad. R. (2026). Numbers in the Dark: Teacher Awareness and Identification of Dyscalculia in Primary Schools. Equity Journal of Innovative Research in Education, 3 (1), 157-168: ISSN 2814-2187

Issue

Vol. 3 Issue No. 1 May 2026 / Article

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