@conference{
author = "Djurić-Zdravković, Aleksandra and Japundža-Milisavljević, Mirjana and Gagić, Sanja",
year = "2017",
abstract = "Rane matematičke veštine predstavljaju osnovu za kasniji razvoj matematičkih
sposobnosti koje su važne za svakodnevni kvalitetniji život osoba s
teškoćama u mentalnom razvoju. Cilj rada je da uporedi kvalitet ranih matematičkih
veština kod dece s teškoćama u mentalnom razvoju različitih
kliničkih slika (laka intelektualna ometenost, umerena intelektualna ometenost,
autistički spektar poremećaja, cerebralna paraliza, teška intelektualna
ometenost). Uzorak čini 52 ispitanika uzrasta od četiri do šest godina
i mesec dana. U prikupljanju podataka o kvalitetu ovladanosti ranim matematičkim
veštinama ispitanika korišćen je deo Predškolske procene pod
nazivom Matematičke veštine koji sadrži ajteme razvijene iz kurikuluma.
Jednofaktorskom analizom varijanse ispitan je uticaj dijagnostičkih grupa
na ovladanost matematičkim veštinama, pri čemu je utvrđeno da je razlika
u skorovima dijagnostičkih grupa statistički značajna (p= 0,000)., Research subject: Early math skills are the basis for the subsequent development
of mathematical skills that are essential for higher life quality of people with
difficulties in mental development.
Method: The aim of the study was to compare the quality of early math skills
in children with difficulties in mental development of different clinical pictures
(mild intellectual disability, moderate intellectual disability, autism spectrum
disorder, cerebral palsy, severe intellectual disability). The sample consisted of
52 examinees, aged between4 and 6 years and one month. A part of Preschool
assessment, named Mathematical skills, was used in data gathering on the
quality of mastering early math skills, which consisted of items derived from the
curriculum.
Results: With one-way analysis of variance, the influence of the diagnostic groups
on mastering mathematical skills was tested, and it was determined that the
difference in scores of diagnostic groups was statistically significant (p=0.000).
Conclusion: The results of this study indicate the need to intensify treatment of
early math skills in children with the most severe cognitive deficits. It is necessary
to study new strategies that will support the development of these skills in early
intervention.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.",
title = "Rane matematičke veštine kod dece s teškoćama u mentalnom razvoju, Early mathematical skills in children With difficulties In mental development",
pages = "339-333",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4175"
}