Dyscalculia Tendency: A Barrier to Mathematical Reasoning?
Resminati Dinda Salisa, Meiliasari, Anny Sovia

Universitas Negeri Jakarta, Jakarta Timur, Jakarta

Abstract

Exploring students^ mathematical reasoning ability, particularly those with a tendency toward dyscalculia, is a critical aspect of understanding the factors that influence their mathematical learning and performance. This study aims to describe the mathematical reasoning ability of students with dyscalculia tendency. This study is a case study and utilizes the Creswell model for analyzing data, which consists of six stages. This study included 15 junior high school students with dyscalculia tendency, determined by their previous mathematics test scores, which then categorized the level of tendency using the Dyscalculia Checklist. Students^ mathematical reasoning ability was measured using a mathematical reasoning ability test. The results revealed that students with a higher tendency towards dyscalculia typically exhibit poor mathematical reasoning ability. Additionally, students with a lower dyscalculia tendency demonstrate poor mathematical reasoning ability. However, some students in this study do not exhibit the typical characteristics of students with dyscalculia tendencies. One student with low dyscalculia tendency displays very poor mathematical reasoning skills. In conclusion, students with dyscalculia tendency demonstrate competence in basic mathematical reasoning. However, the majority struggle to apply arithmetic operations to solve more complex reasoning problems. Moreover, these students is prone to developing mathematical misconceptions.

Keywords: Dyscalculia, Mathematical Reasoning

Topic: Mathematics