IJLTEMAS International Journal of Latest Technology in Engineering, Management & Applied Science (IJLTEMAS) IJLTEMAS 2278-2540 IJLTEMAS 11 10.51583/IJLTEMAS.2026.150700006 Mathematics Enhancing Mathematics Learning for Dyslexic Pupils: The Role of Primary School Mathematics Teachers in Early Identification and Instructional Intervention in Kogi State. Imole Famakinwa Department of Mathematics Federal College of Education, Okene, Kogi State, Nigeria Nigeria 15 7 65 78 23 07 2026 28 07 2026 05 08 2026 Dyslexia mathematics teachers early identification instructional intervention inclusive education Kogi State. Abstract

This study investigated the role of primary school mathematics teachers in enhancing mathematics learning among pupils with dyslexia through early identification and instructional intervention in Kogi State, Nigeria. Specifically, the study examined teachers' awareness of dyslexia, early identification practices, instructional intervention strategies, and challenges encountered in supporting pupils with dyslexia. The study was anchored on Vygotsky's Social Constructivist Theory and Tomlinson's Differentiated Instruction Theory, which emphasize learner-centred instruction, scaffolding, and adapting teaching to learners' diverse needs. A descriptive survey research design was adopted. The target population comprised 2,884 public primary school mathematics teachers across the 21 Local Government Areas of Kogi State. Using the Krejcie and Morgan (1970) sample size table, 338 teachers were selected through multistage sampling, while 330 valid questionnaires were analysed. Data were collected using the Mathematics Teachers' Dyslexia Awareness and Instructional Intervention Questionnaire (MTDAIIQ), which yielded a Cronbach's Alpha reliability coefficient of 0.85. Mean and standard deviation answered the research questions, while Pearson Product Moment Correlation and the independent-samples t-test tested the hypotheses at the 0.05 level of significance. The findings revealed that teachers had moderate awareness of dyslexia and early identification practices but limited knowledge of its characteristics. They employed differentiated instructional strategies, although inadequate training, limited resources, and institutional support constrained effective practice. Significant relationships existed between early identification and instructional intervention and between teachers' challenges and instructional effectiveness, while no significant gender difference was found. The study implies that strengthening teachers' professional capacity, improving resource provision, and fully implementing inclusive education policies will enhance mathematics learning outcomes for pupils with dyslexia in Kogi State.

 References Abosi, C. O. (2007). Educating children with learning disabilities in Africa. Learning Disabilities Research & Practice, 22(3), 196–201. Adebisi, R. O., Liman, N. A., & Longpoe, P. K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14–20. American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Association Publishing. Bouwoye, O., & Adesokan, A. (2024). Diversity of learners, their special learning needs and inclusive education: Perspectives of teachers in public secondary schools in Kwara State, Nigeria. International Journal of Research and Innovation in Social Science, 8(2), 1273–1287. https://doi.org/10.47772/IJRISS.2024.802089 Federal Republic of Nigeria. (2013). National policy on education (6th ed.). Nigerian Educational Research and Development Council. Federal Republic of Nigeria. (2018). National Policy on Inclusive Education in Nigeria. Federal Ministry of Education. Florian, L. (2021). The Sage handbook of special education (2nd ed.). Sage Publications. Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (Updated ed.). Basic Books. Kogi State Universal Basic Education Board (KGSUBEB). (2024). Annual School Census Report. Lokoja, Nigeria. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308 Muraina, K. O., & Oladele, O. (2023). Education inclusiveness among children with learning disabilities in Nigeria: Implications for counselling psychology. REAL Journal, 8(1). National Council of Teachers of Mathematics. (2023). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics. Nigerian Educational Research and Development Council. (2022). National curriculum for primary mathematics. NERDC Press. Nnubia, U. I., Okechukwu, F. O., Mefoh, P. C., Umennuihe, C. L., Nwauzoije, E. J., Ogba, K. T. U., Ogbonnaya, E. K., Aliche, C. J., Nwobi, C. A., Onyekachi, C. C., Okoli, D. N., Nnorodi, C. J., Epistle, E. C., Abang, S. M., & Obi, C. V. (2024). Effectiveness of picture concept activity on improving the cognitive proficiency skill and reading performance of Nigerian pupils with dyslexia. Journal of Education, 204(4), 703–718. https://doi.org/10.1177/00220574231222937 Nwazuoke, I. A. (2010). Special education and inclusive education in Nigeria: Issues and challenges. National Open University of Nigeria. Nwosu, K. C., Letzel-Alt, V., & Pozas, M. (2025). From theory to practice: Exploring Nigerian student teachers' experiences of managing learners with special needs in inclusive classrooms. British Journal of Special Education, 52(4), 511–522. https://doi.org/10.1111/1467-8578.70042 Obani, T. C. (2006). Teaching Pupils with Special Educational Needs in Regular Classrooms. Book Builders. Obanya, P. (2014). Educationeering. HEBN Publishers. Shaywitz, S. E. (2020). Overcoming dyslexia (2nd ed.). Alfred A. Knopf. Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present and future. Oxford Review of Education, 46(4), 501–513. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO Publishing. Universal Basic Education Commission (UBEC). (2023). National Personnel Audit Report. Abuja, Nigeria. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Westwood, P. (2018). What teachers need to know about learning difficulties (2nd ed.). ACER Press.