International Journal of Pedagogics
147
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
147-149
10.37547/ijp/Volume05Issue03-41
The role of interdisciplinary connections in teaching
mathematics to students of a supported school
Nazira Yusupova
Associate Professor, Alfraganus University, Uzbekistan
Received:
27 January 2025;
Accepted:
25 February 2025;
Published:
23 March 2025
Abstract:
The article discusses the role of interdisciplinary connections in teaching mathematics to students with
mental retardation. The mechanism of corrective work with students with mental retardation, teaching
mathematics in interdisciplinary connections, teaching methods using interdisciplinary connections, and
approaches based on age characteristics are given.
Keywords:
Corrective work, interdisciplinary connections, teaching methods, differentiated approach,
classification.
Introduction:
Mathematics is the most abstract of all
the subjects included in the curriculum of a special
school. At the same time, it is the most logically strictly
constructed subject. All this makes mathematics one of
the most difficult subjects to study.
In the main areas of the reform of general and
vocational schools, great attention is paid to improving
the quality of the educational process. It is known that
its main link in school is the lesson.
The problem of the lesson is constantly in the center of
attention of teachers at all stages of school
development. But special attention is paid to this
problem in connection with the restructuring of the
content and methods of teaching.
For a full study of mathematical material, a large stock
of specific ideas about the shapes of objects in the
surrounding world, repeated targeted use of these
shapes and their properties in practical activities are
necessary. Growing up, the child accumulates a stock of
such ideas in the process of manual subject-practical
activity. In communication with adults, the child learns
geometric shapes, learns to call the same shapes of
different objects with one word /masters sensory
standards/, use objects depending on their shape,
make and depict objects of different shapes, i.e.
imperceptibly acquires the stock of ideas and skills
necessary for studying a systematic course in
mathematics. However, many years of experience in
teaching mathematics to students in a special school
has shown that independent acquisition of information
about mathematics by preschool and primary school
children is very difficult. In the lesson, it is necessary to
provide material of varying degrees of difficulty in order
to take into account the different intellectual and
physical abilities of schoolchildren, the degree of
expression of the defect. One of such ways is to
organize a differentiated approach to different groups
of students, taking into account their potential
capabilities and the nature of the difficulties. A
differentiated approach in mathematics lessons is
carried out at all stages and is expressed in varying
complexity of mathematical tasks, varying degrees of
assistance to students from the teacher, the use of
additional visual aids, as well as an unequal volume of
tasks.
The developmental lag of mentally retarded children, a
significantly smaller stock of ideas about the
surrounding world compared to normally developing
peers, deficiencies in visual-effective and undeveloped
verbal-logical thinking, and motor defects determine
the need to accumulate a stock of mathematical ideas
in the process of school education, in various types of
educational and extracurricular activities.
The peculiarities of mathematical knowledge and the
specific composition of students in a special school
make the problem of the wide targeted use of
interdisciplinary connections in the education of
mentally retarded schoolchildren especially urgent.
International Journal of Pedagogics
148
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International Journal of Pedagogics (ISSN: 2771-2281)
Interdisciplinary connections are of great importance
during the period of accumulation of initial ideas about
the shape of objects. The ability to see a familiar object
and highlight its shape is given to mentally retarded
children with great difficulty.
Increasing the quality of teaching mentally retarded
schoolchildren the elements of mathematics is
facilitated by increasing the attention of teachers to
this section, constant monitoring of the correctness
and accuracy of their own speech and statements of
students.
The wide use of interdisciplinary connections is of great
importance. Interdisciplinary connections are the study
and application of knowledge and skills on any
problems in courses of several academic disciplines. For
example, students' ideas about the shapes of objects
are formed and used in mathematics, labor, fine arts,
Russian language, speech development, drawing, etc.
In the correction of the deficiencies of mentally
retarded schoolchildren, interdisciplinary connections
are of particular importance, since they help to
implement a multi-aspect perception of the
surrounding world, create a variety of situations in
which the perception of specific properties of objects
occurs. At the same time, there is a repetition and
consolidation of knowledge about objects of the
surrounding world, their properties and the conditions
under which it is necessary to take these properties
into account.
In the teaching of primary school students,
interdisciplinary connections are the richest and most
diverse. During this period, students become familiar
with geometric shapes, learn to compare, correlate
various
objects
by
shape
with
subsequent
classification.
The labor training program provides for work with
templates in the 1st grade - tracing squares and
rectangles. In the process of labor training, the
correction of cognitive deficiencies is carried out - this
is observation, imagination, speech, spatial orientation,
development of independent skills. Labor lessons
should be closely linked with lessons in reading,
drawing, speech development, mathematics. The
manufacture of products dedicated to the study of the
program material of general education subjects can
contribute to a more solid assimilation of this
knowledge.
The program for the first grade includes the following
sections: "practical work", "technical information",
"work
techniques",
"skills",
"interdisciplinary
connections", where the connection with mathematics
is indicated, specifically with the topic "Counting within
10", as well as "Concepts of a triangle, circle, square,
rectangle".
Let's consider what can be used in labor lessons,
keeping in mind the above tasks /clarification,
formation, concept of number/.
As can be seen from the listed types of work and tasks
that are formulated in the program, a first-grader,
sculpting, bending, folding, cutting, gluing, will
necessarily be engaged in determining the set of
objects. Thus, analyzing the program, we will find a
sufficient number of opportunities embedded in the
program for the implementation of interdisciplinary
connections between labor and mathematics, which
can ensure a stronger assimilation of mathematical
concepts about a natural number, about the properties
of numbers of a natural series, about arithmetic
operations. The development of a system of
interdisciplinary connections by joint efforts of
teachers
of
different
disciplines,
primarily
mathematics, labor, Russian language, will help to
increase the effectiveness of teaching and correction of
mentally retarded schoolchildren.
The features of mathematics lessons in a special school
are determined by the features of the subject, the goals
of education and the capabilities of students.
Mathematics lessons form mathematical concepts and
ideas that are accessible and vital for students of a
special school.
The structure of the lesson is always based on the logic
of the cognitive activity of students, depending on the
pedagogical goal of the lesson.
M.N. Perova suggests giving the concept of number and
digit in the first lesson.
The goal is to acquaint students with the formation of
a number, with the name of a number, designation by
a digit, teach how to write a digit, show the place of a
number in a number series, acquaint with the
relationship between the number of elements of a
subject set, number, digit, consider the quantitative
and ordinal relations of a segment of a natural series
known to students.
In the second lesson, they consolidate the place of a
given number in a numerical series, gain an
understanding of the second method of obtaining the
preceding number /by counting one unit from a given
number/, and practice counting in forward and
backward order. Scientific ideas about a modern lesson
in a special school are based on the idea of the unity of
teaching, education, development and correction of
cognitive activity and the emotional-volitional sphere
of mentally retarded schoolchildren. Consequently, in
order for a lesson to meet modern requirements and
be effective, it is necessary to think through and
International Journal of Pedagogics
149
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
comprehend its purpose: educational, upbringing and
correctional-developmental.
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