Supporting Learners with Dyscalculia Through Indigenous Games in Early Childhood Classes

This study investigates the potential of indigenous games as an inclusive pedagogical strategy to address dyscalculia among early childhood learners in primary schools. The research recognizes that mathematical learning difficulties often stem from multiple factors including genetic predispositions, cognitive variations in brain function and working memory, and environmental conditions particularly prevalent in resource-limited settings across sub-Saharan Africa. Young learners with dyscalculia demonstrate weak number concepts, rely heavily on finger counting, and experience mathophobia that can persist throughout their academic journey if not addressed during the critical early years when children's minds are most receptive to intervention. This qualitative case study, grounded in an interpretivist paradigm, was conducted at three primary schools and employed multiple research instruments including semi-structured interviews, observation checklists, document analysis, and focus group discussions. The study involved 3 (three) early childhood teachers, nine (9) lower primary learners with dyscalculia, and nine (9) parents to gain comprehensive insights into the phenomenon from three selected schools. The study findings aim to provide practical strategies for teachers facing challenges in supporting learners with dyscalculia while fostering positive attitudes toward mathematics. This research contributes to the broader discourse on inclusivity in early childhood settings by demonstrating how culturally embedded pedagogical approaches can transform mathematical learning experiences for vulnerable learners particularly learners with dyscalculia. The study findings noted some challenges that early childhood teachers face when dealing with learners with dyscalculia. Furthermore, the study findings noted that indigenous games play a pivotal role in supporting learners with dyscalculia. The study, therefore, recommends the use of indigenous games at early childhood level as a means to mitigate the challenge of dyscalculia. The study also recommends for the incorporation of indigenous games as a module in teacher training colleges.