| Abstract [eng] |
In the Master Research work there was implemented theoretical analysis of developmental teaching mathematic programs and basic skills conceptions. Main hypothesis is that pupil with moderate mental retardation, having good knowledge of mathematics have better trained basic skills. The research was made, using teachers’ questionnaire method. The purpose – is to find out pupils basic skills. According to the test questions the main skills were analyzed working with each pupil separately. 20 pupils with moderate mental retardation were participating in the research and 5 special educators. Empirical part of the research analyzes the way pupil recognize currency, their ability to buy, recognition of thermometer, knowledge of its function, their ability to measure with the ruler, custom tailor meter, the recognition of time measurement (horology). The main conclusions of empirical research part: ● According to the data received from teachers’ questionnaire we divided pupil knowledge into five main levels. ● Analyzing data from teachers’ questionnaire about pupil ability to count and make operations of addition and deduction, we found out that: basic skills are directly connected with abilities to count and make operations of addition and deduction. Pupil, who shown better knowledge in counting showed better results also in doing exercises of buying, measuring, time cognition and other. ● The research results proved that working with pupil having moderate mental retardation, it is necessary to teach them exactly those things, which are necessary for successful integration. There is need to pay attention in education of basic skills, which could be practically applied in life. |
