Special Pedagogy and Inclusive Education, Master's degree in

Аннотация

The article discusses the unique characteristics of elementary mathematical concepts and practical application skills in daily life for students with intellectual disabilities. It explores specific methods and pedagogical approaches aimed at developing mathematical ideas and practical abilities, as well as opportunities to apply them in daily activities. The research findings provide teachers with recommendations for effectively shaping mathematical concepts and skills for students with intellectual disabilities. Keywords: Students with intellectual disabilities, elementary mathematical concepts, everyday life, mathematical skills, pedagogical approach, teachers, intellectual disability, educational methods. Introduction: The ability to visualize mathematical representations and to see these representations in everyday life in the education of mentally retarded students is greatly developed. The process of receiving and producing knowledge in such students often produces original products. At the same time, this can be observed using pedagogical approaches and European International Journal of Pedagogics 113 https://eipublication.com/index.php/eijp European International Journal of Pedagogics methods suitable for mentally retarded students. rows, pressing rhythms, multiplying and establishing a Scientists who have dealt with the physical problems series of numbers. Their relationships in the number of visualizing elementary mathematical worlds and series are disrupted. Students with intellectual applying them in everyday life in mentally retarded disabilities usually have problems understanding and students: L. Baryaeva, E.S. Bein, V.I. Lubovsky, A.R. applying mathematical concepts in practice. Their Luria, M.N. Perova, B.P. Puzanov, T.B. Epifantseva. L.B. learning process should be based on more visual and Baryaeva “The mental activity of children with mental tactile methods. For example, connecting numbers and retardation is characterized by its own peculiarities, mathematical operations with real-life situations will be this process is accompanied by various inconsistencies easier for students to understand. It is important for in their current ideas, level of knowledge and “near students with intellectual disabilities to apply programming zone”. According to her, low cognitive mathematical ideas and skills in their daily lives. For activity, if they are unusually set or they need to be them, mathematical knowledge can be reinforced identified in objects or found in the environment, through everyday activities such as simple shopping students identify familiar geometric figures. There is a processes, measuring time, and making calculations. For great dependence on the forms of their spatial example, applying mathematical skills in situations such location. According to N.F. Kuzmina-Syromyatnikova, as pricing, discounts, or time management is of practical the stress of students with moderate mental importance. retardation is caused by the inertia and rigidity of the L.B. Baryaeva moderately mentally retarded students object processes of thinking, which is associated with have great difficulties in mastering mathematical the inertia of nervous processes. Inertia and rigidity of concepts due to their deep impairment and focus on thinking are manifested in “getting stuck” in the cognitive activity. It turns out that the requirements of accepted method of solving examples, problems, the program do not reach them, they cannot practical actions, in difficulty in passing one mental immediately learn new material after the first operation, in stereotyped answers, in “taking literally” explanation from the teacher. Several explanations are without considering existing knowledge (for example, required from the teacher. To master a new method of 5cm+3mm=8cm) calculation or a new type of problem, such children Also, the ability of mentally retarded students to need to perform a large number of practical exercises, generalize decreases. This is manifested in difficulties and the speed of work of such children is usually slower. in forming mathematical concepts, mastering laws and With long-term, targeted, specially organized corrective rules. It is difficult to form the concepts of numbers and work, the formation of mathematical concepts occurs counting, to master the laws of the decimal number very slowly, with great difficulty. system. Mentally retarded children usually have The process of forming elementary mathematical difficulty counting unusual or unusually located concepts in mentally retarded students is inextricably objects. M.N. Perova notes that mentally retarded linked with solving the most important corrective task - children, due to the lack of the ability to think in the social and everyday adaptation of this category of reverse, have great difficulty in connecting concepts students. In this regard, the teaching of elementary with each other and, having mastered one of them, mathematical concepts should