Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
1.	I know the proposed hypotheses regarding the causes of dyscalculia.
2.	I know the similarities and differences between dyscalculia and other learning difficulties.
3.	I understand the differences between a child who is low-achieving in mathematics and a child with dyscalculia.
4.	I understand the difference between the developmental and acquired types of dyscalculia.
5.	I have a good knowledge of the concepts and terminology related to dyscalculia.
6.	I can identify students with dyscalculia in my classroom.
7.	I know that students with dyscalculia have weak arithmetic skills.
8.	I know that students with dyscalculia confuse mathematical symbols.
9.	I know that students with dyscalculia have a poor number sense.
10.	I am aware that students with dyscalculia can exhibit diverse characteristics.
11.	I know that students with dyscalculia have difficulty reading an analog clock.
12.	I know that students with dyscalculia tend to rely on finger counting.
13.	I am aware that students with dyscalculia have attention deficit.
14.	I know that students with dyscalculia have difficulty in remembering concepts and forget them easily.
15.	I know that students with dyscalculia have deficits in mental arithmetic.
16.	I know that students with dyscalculia have a poor sense of direction and spatial orientation.
17.	I know that students with dyscalculia feel anxious in maths courses
18.	I can teach any mathematics topic to students with dyscalculia without difficulty.
19.	I can design activities that develop number sense in students with dyscalculia.
20.	I know instructional materials that are more effective for teaching mathematics to students with dyscalculia.
21.	I can develop instructional materials for a more effective mathematics teaching for students with dyscalculia.
22.	I can use multiple representations to express mathematical concepts to students with dyscalculia.
23.	I can design appropriate activities for students with dyscalculia.
24.	I include activities specifically prepared for students with dyscalculia in my lessons.
25.	I can enable students with dyscalculia to develop their own strategies for problem-solving.
26.	I can foster the development of positive attitudes towards mathematics in students with dyscalculia.
27.	I can reduce the anxiety regarding mathematics of students with dyscalculia.
28.	I can increase the motivation of students with dyscalculia.
29.	I can encourage students with dyscalculia to explain how they solved a problem.
30.	I can encourage students with dyscalculia to use mathematical language.
31.	I can help students with dyscalculia appreciate the value of mathematics.
32.	I know how to increase the attention of students with dyscalculia during the lesson.
33.	I can encourage students with dyscalculia to solve mathematics problems.
34.	I can help students with dyscalculia enjoy mathematics.