European International Journal of Pedagogics
113
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
113-116
DOI
OPEN ACCESS
SUBMITED
20 January 2025
ACCEPTED
21 February 2025
PUBLISHED
23 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Elementary Mathematical
Imagination of Mentally
Retarded Students and
The Specific Features of
The Skills Application in
Daily Life
Maftuna Daminova
Tashkent State Pedagogical University, Faculty of Special Pedagogy and
Inclusive Education, Department of Oligophrenopedagogy, Doctor of
Philosophy in Pedagogical Sciences, (PhD), Uzbekistan
Hayrullayeva Sug'diyana
Tashkent State Pedagogical University named after Nizami, Faculty of
Special Pedagogy and Inclusive Education, Master's degree in
Oligophrenopedagogy, Uzbekistan
Abstract:
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
114
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
methods suitable for mentally retarded students.
Scientists who have dealt with the physical problems
of visualizing elementary mathematical worlds and
applying them in everyday life in mentally retarded
students: L. Baryaeva, E.S. Bein, V.I. Lubovsky, A.R.
Luria, M.N. Perova, B.P. Puzanov, T.B. Epifantseva. L.B.
Baryaeva “The mental activity of children with
mental
retardation is characterized by its own peculiarities,
this process is accompanied by various inconsistencies
in their current ideas, level of knowledge and “near
programming zone”. According to her, low cognitive
activity, if they are unusually set or they need to be
identified in objects or found in the environment,
students identify familiar geometric figures. There is a
great dependence on the forms of their spatial
location. According to N.F. Kuzmina-Syromyatnikova,
the stress of students with moderate mental
retardation is caused by the inertia and rigidity of the
object processes of thinking, which is associated with
the inertia of nervous processes. Inertia and rigidity of
thinking are manifested in “getting stuck” in the
accepted method of solving examples, problems,
practical actions, in difficulty in passing one mental
operation, in stereotyped answers, in “taking literally”
without considering existing knowledge (for example,
5cm+3mm=8cm)
Also, the ability of mentally retarded students to
generalize decreases. This is manifested in difficulties
in forming mathematical concepts, mastering laws and
rules. It is difficult to form the concepts of numbers and
counting, to master the laws of the decimal number
system. Mentally retarded children usually have
difficulty counting unusual or unusually located
objects. M.N. Perova notes that mentally retarded
children, due to the lack of the ability to think in
reverse, have great difficulty in connecting concepts
with each other and, having mastered one of them,
may not have an idea of the other, the opposite (more
- less, above - below, etc.). When studying segments of
the natural number series, they have difficulty
connecting them in pairs, perceiving them separately,
comparing
numbers,
establishing
equivalence
relations and order. Spatial-temporal images are not
formed. The difficulty in developing spatial concepts in
students with intellectual disabilities is manifested,
first of all, in their lack of sufficient knowledge of verbal
signs of spatial location when visually navigating a
diagram of their own div. They do not know the parts
of the div that prevent the formation of other types
of spatial orientation. Violations of sequential
processes are manifested in following sequential
instructions, performing sequences of actions, laying
out lines, mosaics, geometric figures with a certain
alternation of elements, memorizing and multiplying
rows, pressing rhythms, multiplying and establishing a
series of numbers. Their relationships in the number
series are disrupted. Students with intellectual
disabilities usually have problems understanding and
applying mathematical concepts in practice. Their
learning process should be based on more visual and
tactile methods. For example, connecting numbers and
mathematical operations with real-life situations will be
easier for students to understand. It is important for
students with intellectual disabilities to apply
mathematical ideas and skills in their daily lives. For
them, mathematical knowledge can be reinforced
through everyday activities such as simple shopping
processes, measuring time, and making calculations. For
example, applying mathematical skills in situations such
as pricing, discounts, or time management is of practical
importance.
L.B. Baryaeva moderately mentally retarded students
have great difficulties in mastering mathematical
concepts due to their deep impairment and focus on
cognitive activity. It turns out that the requirements of
the program do not reach them, they cannot
immediately learn new material after the first
explanation from the teacher. Several explanations are
required from the teacher. To master a new method of
calculation or a new type of problem, such children
need to perform a large number of practical exercises,
and the speed of work of such children is usually slower.
With long-term, targeted, specially organized corrective
work, the formation of mathematical concepts occurs
very slowly, with great difficulty.
The process of forming elementary mathematical
concepts in mentally retarded students is inextricably
linked with solving the most important corrective task -
the social and everyday adaptation of this category of
students. In this regard, the teaching of elementary
mathematical concepts should, first of all, be clearly
practically oriented. The peculiarities of the mental
activity of mentally retarded students and the
shortcomings in the verbal-logical form of thinking
create difficulties in the process of forming abstract
mathematical concepts and laws in students. At the
same time, studies have shown that mathematics
contains the necessary conditions for correcting the
mind and personality of mentally retarded students,
developing their cognitive abilities. In teaching mentally
retarded students to develop multi-digit numbering, the
principle from general to specific is implemented, as a
result of which:
- children acquire a logically defined generalization of
knowledge about the first three digits (units, tens,
hundreds) in the concept of "class";
-students understand the clear similarities and
European International Journal of Pedagogics
115
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
differences in numbers, are able to distinguish the
same digits of the class of units and the class of
thousands;
-similarities are determined in the numbering of three-
digit and six-digit numbers;
This section of the course of mathematics is used to
establish analogies, analyze, compare and generalize
existing knowledge. The numbering of numbers of the
first category in the numbering system for multi-digit
numbers is the basis. The use of modeling allows
students to form a visual generalized image, a spatial
diagram of the structure of six-digit numbers.
T.B.Epifantseva emphasizes that the basis for the
successful development of a mathematics program for
students with moderate mental retardation is the
teacher's knowledge of the capabilities of students,
their work speed and personal development
characteristics. Pedagogy recommends that the
teacher calmly create situations in which the student
feels like he is in control of the cognitive process. In the
lessons, using the usual methods for obtaining
knowledge, one should try to make sure that this
knowledge is obtained as a result of independent
observation, experimentation, comparison of objects,
phenomena, and practical work. This serves as the
main thing at any stage of the lesson. All this includes
a creative element. Thus, mentally retarded students
often do not know how to meaningfully approach the
assimilation of what is read, said, and explained in the
classroom. The reason for this lies in the absence of a
process of purposeful formation and development of
the student's thinking, in the spontaneity and
unconsciousness of the emergence of mental actions.
The process of spontaneous formation of thinking is
long, imperfect, and ineffective. In this case, the
mental actions and skills that arise are often flawed,
the set of mental abilities is incomplete, and the range
of problems that can be used is limited. To improve the
process of mental development of a child, it is
necessary to purposefully train him in thinking skills. In
order to teach a mentally retarded student more
effectively, it is important to use a teaching tool such
as a didactic game in lessons. The topic of educational
activities, goals and objectives, expected results,
necessary equipment, and the course of educational
activities are fully written. During educational
activities, topics are explained to children in a simple
way and reinforced with the help of practical work and
various interactive games. At the end of each
educational activity, questions are asked to determine
and consolidate children's knowledge. During
educational
activities,
children
learn
new
mathematical concepts
and
strengthen their
knowledge and skills by completing independent
practical tasks, solving tasks using various interactive
methods, playing games, and being creative.
Pedagogical approaches play an important role in
developing elementary mathematical concepts and
application skills in everyday life in students with
intellectual disabilities. It has been found that a
combination of visual, tactile and practical methods is
effective in teaching students mathematical concepts.
Applying mathematical skills in their daily lives increases
their self-confidence and helps them to successfully
integrate into society. Such approaches contribute
significantly not only to mathematical knowledge, but
also to the overall development of students.
REFERENCES
Karimova,
D.
(2020).
Zamonaviy
ta'limda
texnologiyalarning
o'rni.
Tashkent:
O'zbekiston
Respublikasi Ta'lim vazirligi.
Ivanov, A. (2021). Metodik yondoshuvlar va zamonaviy
texnologiyalar: Yordamchi maktablar uchun. Moscow:
Pedagogik nashr.
Johnson, L., & Smith, R. (2022). Integrating Technology
in Special Education: A Handbook for Educators. New
York: Education Press.
Abdurakhmonov,
A.
(2023).
Kundalik
hayotda
matematik ko'nikmalarni o'rgatish. Tashkent: Ijtimoiy
fanlar akademiyasi.
Miller, J. (2021). Emerging Trends in Educational
Technology. Journal of Educational Research, 18(3),
152-167.
Sagatov, M. Hamidova.
Matematika o’qitish maxsus
metodikasi 2022.
Юсупова, Н. (2023). Преподавание дисциплин
искусства мультимедиа как синкретичного вида
творчества. Innovations in Technology and Science
Education, 2(9), 1552-1562.
Ilesalieva, L. M., & Yusupova, N. Y. (2023). Methodology
for the study of coherent dialogical speech in primary
school children with intellectual disabilities. Science and
Education, 4(4), 680-683.
Yusupova, N. (2021). PECULIARITIES OF LEARNING
ACTIVITIES OF STUDENTS WITH INTELLECTUAL
DISABILITIES. CURRENT RESEARCH JOURNAL OF
PEDAGOGICS, 2(11), 138-142.
Azizova, D. G. (2024). Creation Of New Technologies For
Process Control In The Bottomhole Zone Of A Well.
Pedagogical
Cluster-Journal
of
Pedagogical
Developments, 2(11), 195-198.
Azizova, D. G., & Habibullayevna, I. A. (2024, October).
IXTISOSLASHTIRILGAN
YORDAMCHI
MAKTAB
IMKONIYATI
CHEKLANGAN
O’QUVCHILAR
SHAKLLANISHIDA
TABIIY
FANNING
O’RNI.
In
European International Journal of Pedagogics
116
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
International Conference on Linguistics, Literature And
Translation (London) (Vol. 8, pp. 47-49).
Azizova, D. G. (2024). Imkoniyati Cheklangan O
‘Quvchilardatabiiy Fan Darslaridabog’langan Nutqning
Buzilishi. Excellencia: International Multi-disciplinary
Journal of Education (2994-9521), 2(6), 804-806.
Azizova, D. G. (2023). SPEECH DEVELOPMENT OF
DISABLED STUDENTS IN NATURAL SCIENCE LESSONS.
PEDAGOGIKA,
PSIXOLOGIYA
VA
IJTIMOIY
TADQIQOTLAR|
JOURNAL
OF
PEDAGOGY,
PSYCHOLOGY AND SOCIAL RESEARCH, 2(10), 21-23.
Azizova, D. G., & Oripova, L. N. (2023). DESIGNING GAS
SUPPLY OF CITIES AND INDUSTRIAL ENTERPRISES.
Modern Science and Research, 2(10), 99-102.
Azizova, D. G., & Aliyeva, M. Z. (2023, August).
FEATURES OF THE FORMATION OF SPEECH CULTURE
OF YOUNGER SCHOOLCHILDREN. In International
Scientific and Current Research Conferences (pp. 69-
73).
