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Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools

Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama

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2010
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Authors
Jablan, Branka
Kovačević, Jasmina
Vujačić, Milja
Article (Published version)
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Abstract
The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents... to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca ...sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.

Keywords:
children with disabilities / individualization / didactic and methodical solutions / mathematics instruction / regular primary school / deca sa teškoćama u razvoju / individualizacija / didaktičko-metodička rešenja / nastava matematike / redovna osnovna škola
Source:
Zbornik Instituta za pedagoška istraživanja, 2010, 42, 1, 165-184
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Education for knowledge based society (RS-149001)

DOI: 10.2298/ZIPI1001165J

ISSN: 0579-6431

Scopus: 2-s2.0-78650525400
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1
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/384
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - JOUR
AU  - Jablan, Branka
AU  - Kovačević, Jasmina
AU  - Vujačić, Milja
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/384
AB  - The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.
AB  - U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools
T1  - Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama
EP  - 184
IS  - 1
SP  - 165
VL  - 42
DO  - 10.2298/ZIPI1001165J
ER  - 
@article{
author = "Jablan, Branka and Kovačević, Jasmina and Vujačić, Milja",
year = "2010",
abstract = "The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents., U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools, Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama",
pages = "184-165",
number = "1",
volume = "42",
doi = "10.2298/ZIPI1001165J"
}
Jablan, B., Kovačević, J.,& Vujačić, M.. (2010). Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 165-184.
https://doi.org/10.2298/ZIPI1001165J
Jablan B, Kovačević J, Vujačić M. Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):165-184.
doi:10.2298/ZIPI1001165J .
Jablan, Branka, Kovačević, Jasmina, Vujačić, Milja, "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):165-184,
https://doi.org/10.2298/ZIPI1001165J . .

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