FORMATION OF ELEMENTARY MATHEMATICAL NOTIONS AMONG CHILDREN WITH DEVELOPMENTAL DISABILITIES THROUGH PRACTICUM
DOI 10.54151/27382559-23.1pb-146
Zohrabyan Z. H., Khachatryan I. E.
Keywords: developmental disorder, preschool age, mathematical visualization, learning requirements, practical operations.
The article presents and analyzes features of preschooler’s basic mathematical notion formation and organization of possible forms of activity. This work covers numerous research points of views which would allow to efficiently organize and implement educational process; from where start education, how to form and develop mathematical notions, concepts, logical thinking. In order to ensure the effective implementation of this process it is necessary to maintain a sequence, choose appropriate sequence, select suitable tasks, exercises and games. There are a number of issues regarding the formation of mathematical notions among preschool age children with developmental problems, since their development differs from the development of normal children of the same age.
The efficiency of formation of basic mathematical notions and its development depends on the content, forms, means and the period of implementation of the classes held.
The article also presents certain number of sections of program material concerning the formation of mathematical notions among preschoolers such as: “Quantity and tab,” “Magnitude,” “Shape,” “Orientation in time” "Element computing operation". The stages of the teaching material and their sequence are also covered in the paper.
The article thoroughly substantiated the expediency and necessity of the formation of mathematical notions among preschoolers during the process of multifaceted development as well as during the effective school preparation process.
The ways and means of conducting mathematics as a class subject are presented in detail.
