Correctional-Pedagogical Foundations of Forming Mathematical Concepts in Primary School Pupils with Intellectual Disabilities
Keywords:
Child with intellectual disability, mathematical concept, primary education, special pedagogy, correctional education, visual method, didactic game, object-based practical activity, number and counting, quantitative representation, spatial representation.Abstract
This article discusses the correctional-pedagogical foundations of forming mathematical concepts in primary school pupils with intellectual disabilities. The article analyzes the content of the concept of mathematical representation, its structural components, the difficulties encountered by children with intellectual disabilities in mastering mathematical knowledge, as well as ways to overcome these difficulties. In addition, the effectiveness of using visual-practical methods, didactic games, object-based practical activities, real-life situations, and an individual approach in mathematics lessons is substantiated. It is emphasized that the process of forming mathematical concepts contributes not only to the acquisition of knowledge by children with intellectual disabilities, but also to their preparation for independent life, social adaptation, and the ability to make appropriate decisions in practical activities.
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