Analysis of a Level of Mathematical Knowledge and Skills in Mentally Retarded Students in the First Stage of General Secondary Education
Author(s)
Natalia V. Kryukovskaya, Candidate of Sciences (Pedagogy), Associate Professor, Head of the Department of Theory and Methodology of Special Education, https://orcid.org/0000-0001-8044-3378, Yanka Kupala Grodno State University
22 Ozheshko St, Grodno, Republic of Belarus, 230023, tel.: +375 (152) 754903, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract. Introduction. The paper presents the results of studying the extent to which mathematical knowledge and skills are built in mentally-retarded students in the first stage of general secondary education. The study aims to identify the level of mathematical knowledge and skills developed in students with mental retardation in the first stage of general secondary education and the reasons for their underdevelopment.
Materials and methods. An ascertaining experiment was used as the primary research method. The sample consisted of 201 mentally-retarded students of the first stage of general secondary education.
The results of the study. The study has identified difficulties in performing mathematical tasks, determined the insufficient activity components in the students at issue, and highlighted the lines for a further in-depth examination of this category of students.
Conclusion. The organization of the learning process in mathematics lessons requires special conditions to be created and work to be performed to eliminate the causes of difficulties in mastering mathematical knowledge and skills. The causes can be identified by comprehensively examining the students.
Keywords: mental retardation, mathematical knowledge and skills, components of activity, correctional and pedagogical work
For citation: Kryukovskaya N. V. Analysis of a Level of Mathematical Knowledge and Skills in Mentally Retarded Students in the First Stage of General Secondary Education. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 418-428. (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-418-428
UDС: 376.42+372.851
https://doi.org/10.32343/2409-5052-2021-15-4-418-428