Browsing by Author "Anderson, Fiona"

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    The Blurred Line Between Mathematical Anxiety and Dyscalculia and the impact on Adult Learners' Academic Performance: A Case Study for Namibia Open and Distance Learning
    (2019-09) Anderson, Fiona
    There is an increasing global emphasis on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, particularly i n the era of the 4th Industrial revolution. However, how is this possible for adult learners to accomplish their lifelong learning endeavors if they are struggling to pass subjects like Mathematics at higher learning institutions? Mathematics is one of tho se subjects which most of us have a natural in - born fear of, and our academic performance is negatively affected by this fear and anxiety that is associated with it. The aspect of Dyscalculia , a learning disability that is associated with Mathematics, has never been researched within the Namibian context. S ince very little is known about this Mathematics learning di sability , it is almost impossible for early identification and screening to take place at Namibian schools and Universities. This lack of e arly identification and screening not only affects the individual’s academic performance, but also their employment prospects and lifelong learning endeavors. Against this background, this case study will focus on eliminating the misconceptions related to Mathematical anxiety and Dyscalculia as a learning disability and propose appropriate Mathematics learning support strategies . The findings will be presented and the case study will enable the researcher to create awareness about Dyscalculia and the import ance of early identification and screening at Namibian Open and Distance Learning institutions. This desktop study is not solely focusing on one Open and Distance Learning institution within Namibia, but rather provides a holistic overview of the challenge s that the Namibian Open and Distance Learning sphere is facing currently, particularly with regard to Mathematics, and how we can address this. //Paper ID 64