The specifities and development of the thinking process of deaf and partially deaf children are due primarily to the specifities of speech and its slower comprehension, which affects negatively the development of thinking of these students. The specify of their mental development is especially reflected in the formation of numerous space and time concepts, which is why the formation of mathematical thinking in deaf children bears some specific features and importance, and which entails the need for paying special attention to students with hearing impairments in the teaching process. Our research is a part of a more comprehensive research aimed at determining the level of mathematical knowledge of students in the final years of lower and higher elementary education, in order to provide data and suggestions for curricular corrections. The results we obtained, which show lower levels of students' acquisition in comparison to the norms, confirm our hypothesis that there are some specifiti...es in the acquisition of mathematical knowledge among children with hearing impairments.
Specifičnosti procesa mišljenja i njegov razvoj kod gluve i nagluve dece uslovljeni su, prvenstveno, specifičnošću usmenog govora i usporenošću njegovog savladavanja, što se negativno ispoljava na formiranje misaone delatnosti. Specifičnost umnog razvoja naročito se ogleda u formiranju mnogobrojnih prostornih i vremenskih predstava, pa zbog toga formiranje matematičkog mišljenja za gluvu decu ima svoje posebnosti i značaj, što nameće da se nastavi matematike u školama za gluvu decu posveti posebna pažnja. Ovo istraživanje predstavlja deo započetog šireg istraživanja kojim se nastoji utvrditi nivo matematičkog znanja na kraju nižeg i višeg osnovnoškolskog obrazovanja sa ciljem da se daju predlozi za korigovanje nastavnih planova i programa. Dobijeni rezultati, pored toga što su slabiji u odnosu na postavljene norme, potvrđuju da postoje specifičnosti u usvajanju matematičkih znanja kod dece oštećenog sluha.
Keywords:
children with hearing impairments / mathematics teaching / mathematical tasks / deca oštećenog sluha / nastava matematike / matematički zadaci
Source:
Nastava i vaspitanje, 2009, 58, 1, 36-43
Publisher:
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
TY - JOUR
AU - Karić, Jasmina
AU - Radovanović, Vesna
PY - 2009
UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/267
AB - The specifities and development of the thinking process of deaf and partially deaf children are due primarily to the specifities of speech and its slower comprehension, which affects negatively the development of thinking of these students. The specify of their mental development is especially reflected in the formation of numerous space and time concepts, which is why the formation of mathematical thinking in deaf children bears some specific features and importance, and which entails the need for paying special attention to students with hearing impairments in the teaching process. Our research is a part of a more comprehensive research aimed at determining the level of mathematical knowledge of students in the final years of lower and higher elementary education, in order to provide data and suggestions for curricular corrections. The results we obtained, which show lower levels of students' acquisition in comparison to the norms, confirm our hypothesis that there are some specifities in the acquisition of mathematical knowledge among children with hearing impairments.
AB - Specifičnosti procesa mišljenja i njegov razvoj kod gluve i nagluve dece uslovljeni su, prvenstveno, specifičnošću usmenog govora i usporenošću njegovog savladavanja, što se negativno ispoljava na formiranje misaone delatnosti. Specifičnost umnog razvoja naročito se ogleda u formiranju mnogobrojnih prostornih i vremenskih predstava, pa zbog toga formiranje matematičkog mišljenja za gluvu decu ima svoje posebnosti i značaj, što nameće da se nastavi matematike u školama za gluvu decu posveti posebna pažnja. Ovo istraživanje predstavlja deo započetog šireg istraživanja kojim se nastoji utvrditi nivo matematičkog znanja na kraju nižeg i višeg osnovnoškolskog obrazovanja sa ciljem da se daju predlozi za korigovanje nastavnih planova i programa. Dobijeni rezultati, pored toga što su slabiji u odnosu na postavljene norme, potvrđuju da postoje specifičnosti u usvajanju matematičkih znanja kod dece oštećenog sluha.
PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2 - Nastava i vaspitanje
T1 - Examination of mathematics knowledge acquisition of students with hearing impairment
T1 - Ispitivanje usvojenosti matematičkih znanja kod učenika oštećenog sluha
EP - 43
IS - 1
SP - 36
VL - 58
UR - https://hdl.handle.net/21.15107/rcub_rfasper_267
ER -
@article{
author = "Karić, Jasmina and Radovanović, Vesna",
year = "2009",
abstract = "The specifities and development of the thinking process of deaf and partially deaf children are due primarily to the specifities of speech and its slower comprehension, which affects negatively the development of thinking of these students. The specify of their mental development is especially reflected in the formation of numerous space and time concepts, which is why the formation of mathematical thinking in deaf children bears some specific features and importance, and which entails the need for paying special attention to students with hearing impairments in the teaching process. Our research is a part of a more comprehensive research aimed at determining the level of mathematical knowledge of students in the final years of lower and higher elementary education, in order to provide data and suggestions for curricular corrections. The results we obtained, which show lower levels of students' acquisition in comparison to the norms, confirm our hypothesis that there are some specifities in the acquisition of mathematical knowledge among children with hearing impairments., Specifičnosti procesa mišljenja i njegov razvoj kod gluve i nagluve dece uslovljeni su, prvenstveno, specifičnošću usmenog govora i usporenošću njegovog savladavanja, što se negativno ispoljava na formiranje misaone delatnosti. Specifičnost umnog razvoja naročito se ogleda u formiranju mnogobrojnih prostornih i vremenskih predstava, pa zbog toga formiranje matematičkog mišljenja za gluvu decu ima svoje posebnosti i značaj, što nameće da se nastavi matematike u školama za gluvu decu posveti posebna pažnja. Ovo istraživanje predstavlja deo započetog šireg istraživanja kojim se nastoji utvrditi nivo matematičkog znanja na kraju nižeg i višeg osnovnoškolskog obrazovanja sa ciljem da se daju predlozi za korigovanje nastavnih planova i programa. Dobijeni rezultati, pored toga što su slabiji u odnosu na postavljene norme, potvrđuju da postoje specifičnosti u usvajanju matematičkih znanja kod dece oštećenog sluha.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Examination of mathematics knowledge acquisition of students with hearing impairment, Ispitivanje usvojenosti matematičkih znanja kod učenika oštećenog sluha",
pages = "43-36",
number = "1",
volume = "58",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_267"
}
Karić, J.,& Radovanović, V.. (2009). Examination of mathematics knowledge acquisition of students with hearing impairment. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 58(1), 36-43.
https://hdl.handle.net/21.15107/rcub_rfasper_267
Karić J, Radovanović V. Examination of mathematics knowledge acquisition of students with hearing impairment. in Nastava i vaspitanje. 2009;58(1):36-43.
https://hdl.handle.net/21.15107/rcub_rfasper_267 .
Karić, Jasmina, Radovanović, Vesna, "Examination of mathematics knowledge acquisition of students with hearing impairment" in Nastava i vaspitanje, 58, no. 1 (2009):36-43,
https://hdl.handle.net/21.15107/rcub_rfasper_267 .
