摘要：The purpose of this study was to assess the primary school teachers’ and elementary mathematics teachers’ opinions about dyscalculia. Semi-structured interview was conducted in this study and 7 open-ended questions were analyzed using descriptive analysis approach. The research indicated that the teachers did not know the term of “dyscalculia” instead they used “learning disability”. It was understood that although teachers expressed that they often encountered dyscalculia, they could not help the students who probably had dyscalculia. Furthermore all of the teachers stated that they cannot ask the experts for help about dyscalculia and also the families who are suspected to have dyscalculic children are generally careless.
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