| Abstract [eng] |
In the Master’s thesis there was performed a theoretical analysis of teaching numbers and counting to the slightly mentally retarded students by applying the techniques of active learning. There was raised a hypothesis, that an application of the techniques of active learning in the education of the slightly mentally retarded students can help them achieve higher outcomes in learning mathematics. There was performed a research aimed at ascertaining the influence of the techniques of active learning on the ability of numbers and counting of the III(rd) grade’s slightly mentally retarded students by using the methods of questionnaire and testing. There was performed an analysis of the descriptive statistical data. 10 slightly mentally retarded students of the III(rd) grade participated in the research. In the empirical part there was analysed the students’ with special needs understanding about the necessity of mathematics in their daily life, there was consolidated the skills in performing numbering and arithmetical operations. The main findings of the research: 1. Following the results of the performed diagnostic sections (the methods of questionnaire and testing) before the beginning of experimental work with the experimental group’s students and at the end of it there was ascertained that: mathematics tests’ results had significantly improved of all students in the experimental group; the students had performed the tasks corresponding numbering’s theme the most successfully, whereas testing’s results of the control group’s students had not changed so significantly and higher results had been achieved not by all students in group; one student of the control group had scored less points during the final testing than the initial testing; following the testing’s results the students of the control group had solved tasks related to the real life’s content the best. 2. To summarize the results of the questionnaire of the experimental group’s students it is possible to state that the attitude towards mathematics of all students became more positive, almost of all students’ understanding about the necessity of mathematics in their life expended. To compare the initial and final questionnaire’s results of the control group’s students there was ascertained that the attitude towards mathematics of four students had became more positive, however the students had narrowly understood the necessity of mathematics in their life; the questionnaire’s results of one student had not changed. 3. The hypothesis, that an application of the techniques of active learning in the education of the slightly mentally retarded students can help them achieve higher outcomes in learning mathematics, was confirmed. |
