Karademir, AysuGirgin, Derya2026-01-242026-01-2420251301-62292148-0710https://search.trdizin.gov.tr/tr/yayin/detay/1344050https://doi.org/10.17753/sosekev.1600479https://hdl.handle.net/20.500.12868/3972Dyscalculia is a learning disorder that affects students' ability to understand mathematical concepts and acquire mathematical skills. This study investigates elementary mathematics teachers' awareness, experiences, and suggestions regarding dyscalculia. The research employed a phenomenology design with purposive sampling, focusing on elementary mathematics teachers as participants. The researchers conducted online semi-structured interviews with 15 elementary mathematics teachers from different schools. The study explored teachers' knowledge of dyscalculia, their exposure to the concept during undergraduate education, and strategies for supporting students with dyscalculia. Data analysis was performed using content analysis methods, following validity and reliability strategies that included credibility, transferability, consistency, and confirmability criteria. The findings revealed that while most teachers possessed general knowledge about dyscalculia, they struggled to identify and support students diagnosed with the condition in their classrooms. The study concluded with recommendations for educational policies to improve academic outcomes for students with dyscalculia.eninfo:eu-repo/semantics/openAccessDyscalculiaQualitative researchTeacher experienceMathematics learning difficultyTeacher awarenessArticle10.17753/sosekev.16004791021471611344050