The effectiveness of a training program in developing task analysis and active learning skills among third-grade teachers to teach students with mathematics learning difficulties (dyscalculia)

Abstract

This study aimed to investigate the effectiveness of a training program designed to equip third-grade primary teachers with task analysis skills and active learning strategies for teaching students with mathematics learning disabilities (Dyscalculia). The study adopted a quasi-experimental design using a single-group pre-test/post-test approach, wherein 14 male and female teachers were trained on the targeted skills. To evaluate the teachers' performance, two tools were utilized: a classroom observation checklist and a knowledge and skills test, both assessing the program's effectiveness in imparting task analysis and active learning skills to the teachers. The results revealed a significant and statistically meaningful improvement in the teachers' classroom performance following program implementation, as reflected in their scores on the observation checklist. This confirms the program's effectiveness in developing their skills in task analysis and active learning for teaching mathematics learning disabilities. The study recommends the widespread adoption of teacher training programs that focus on task analysis skills and the integration of active learning strategies in mathematics instruction, emphasizing the importance of utilizing observation checklists as a tool for evaluating and enhancing practical teaching performance