The effects of trace elements supplementation on mathematics performance of children with dyscalculia in science models primary schools Kano state Nigeria

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Abstract

This project is on The effects of trace elements supplementation on mathematics performance of children with dyscalculia in science models primary schools Kano state Nigeria. Children with strong efficient cognitive skills learn mathematics easily and with great success. Those with weak cognitive skills will struggle and find learning mathematics difficult if not seemingly impossible and often perform poorly.  The specification of a unique role in the academic and professional preparation of children in mathematics makes it a vitalrole. Science is the bedrock that provide the springboard for the growth of technology and mathematics. Children and students enrolled in science schools or admitted in science courses from kindergarten to tertiary institutions are expected to learn mathematics at a faster pace and retain more information than ever before. As observed by Ekweme and Merimeku (2009), Mathematics is a language of science and technology which helps children to be sensible in building a solid foundation for a living. With the complexity of information and pace of learning mathematics increasingly, it is easier for children to fall behind and struggle with learning mathematics. Sometimes additional tutorial or homework practice is enough to get children back on tract with their studies of mathematics. In most cases however, the problem is more complex and different to address than simple tutorial or extra homework. If the children have a deficiency in underlying cognitive mathematics skills because of the low absent or high level of some trace elements, no amount of tutorial or extra homework alone will improve their learning as the problem is intrinsic within the children.
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The effects of trace elements supplementation on mathematics performance of children with dyscalculia in science models primary schools Kano state Nigeria

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