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
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
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Date
2019-09
Authors
Anderson, Fiona
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
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
Description
Subject
Higher Education,
Adult Education,
Open and Distance Learning (ODL)
Country
Namibia
Region
Africa