Exploring epistemic injustice in dyscalculia

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Students facing specific learning disabilities often find themselves subject to epistemic injustice, stemming from misjudgements by their instructors and an underestimation of their capabilities. In the subsequent discussion, our focus will narrow to the nature of dyscalculia, exploring the associated knowledge related to dyscalculia, the facets of pedagogical content knowledge specific to mathematics, the mindset of educators, and the epistemic injustices that arise as a consequence.

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