rFASPER - Repository of the Faculty of Special Education and Rehabilitation
Faculty of Special Education and Rehabilitation
    • English
    • Српски
    • Српски (Serbia)
  • English 
    • English
    • Serbian (Cyrillic)
    • Serbian (Latin)
  • Login
View Item 
  •   rFASPER
  • rFASPER
  • Radovi istraživača / Researcher's publications
  • View Item
  •   rFASPER
  • rFASPER
  • Radovi istraživača / Researcher's publications
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Thinking structures and mathematical achievements in children with mild intellectual disabilities

No Thumbnail
Authors
Đurić-Zdravković, Aleksandra
Japundža-Milisavljević, Mirjana
Maćešić-Petrović, Dragana
Article (Published version)
Metadata
Show full item record
Abstract
The development of thinking structures in children has a significant influence on their mastering of mathematical concepts. The appearance of concrete logical thinking and its indicators (conservation concepts) influence positive school achievement regarding mathematical contents. By shaping the formal operations which represent the final and supreme phase of cognitive development, the most complex forms of conservations become available. Combinatorics is a feature which belongs to the last phase of cognitive development; it represents the generalization of the operations acquired in the concrete operational stage. The purpose of this paper is to analyze the development of the operational thinking structures in relation to concrete logical operations (using the conservation of number, length, mass and volume) and formal operations (using combinatorics) as well as their influence on the mathematical achievement in students with mild intellectual disabilities at an later school age. For ...the purpose of this study we have collected a sample of 120 students of both sexes with mild intellectual disabilities. The subjects were 12 to 15-year-old, corresponding to the school age of fifth to eighth graders. Standard Piaget's conservation tasks (the assessment of number, length, mass and volume) and combinatorics have been used for the evaluation of the operational thinking. The mastery of mathematical contents was evaluated by means of a Criterium knowledge test constructed for the purposes of this study. The results have shown statistically significant differences in the mathematical Criterium knowledge test achievement among the students in our population sample, regarding the attained level of operational thinking on all tasks that have been used. Piaget's theory argues for the application of games that support reversibility, identity and conservation, which makes mathematical thinking more compliant, more active, broader, deeper, and more original.

Keywords:
children with mild intellectual disabilities / conservations / combinatorics / mathematical contents
Source:
Croatian Journal of Education, 2011, 13, 3, 142-176
Publisher:
  • Facteachereducation

ISSN: 1848-5189

WoS: 000301400100006

Scopus: 2-s2.0-84863194695
[ Google Scholar ]
4
1
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_462
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/462
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - JOUR
AU  - Đurić-Zdravković, Aleksandra
AU  - Japundža-Milisavljević, Mirjana
AU  - Maćešić-Petrović, Dragana
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/462
AB  - The development of thinking structures in children has a significant influence on their mastering of mathematical concepts. The appearance of concrete logical thinking and its indicators (conservation concepts) influence positive school achievement regarding mathematical contents. By shaping the formal operations which represent the final and supreme phase of cognitive development, the most complex forms of conservations become available. Combinatorics is a feature which belongs to the last phase of cognitive development; it represents the generalization of the operations acquired in the concrete operational stage. The purpose of this paper is to analyze the development of the operational thinking structures in relation to concrete logical operations (using the conservation of number, length, mass and volume) and formal operations (using combinatorics) as well as their influence on the mathematical achievement in students with mild intellectual disabilities at an later school age. For the purpose of this study we have collected a sample of 120 students of both sexes with mild intellectual disabilities. The subjects were 12 to 15-year-old, corresponding to the school age of fifth to eighth graders. Standard Piaget's conservation tasks (the assessment of number, length, mass and volume) and combinatorics have been used for the evaluation of the operational thinking. The mastery of mathematical contents was evaluated by means of a Criterium knowledge test constructed for the purposes of this study. The results have shown statistically significant differences in the mathematical Criterium knowledge test achievement among the students in our population sample, regarding the attained level of operational thinking on all tasks that have been used. Piaget's theory argues for the application of games that support reversibility, identity and conservation, which makes mathematical thinking more compliant, more active, broader, deeper, and more original.
PB  - Facteachereducation
T2  - Croatian Journal of Education
T1  - Thinking structures and mathematical achievements in children with mild intellectual disabilities
EP  - 176
IS  - 3
SP  - 142
VL  - 13
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_462
ER  - 
@article{
author = "Đurić-Zdravković, Aleksandra and Japundža-Milisavljević, Mirjana and Maćešić-Petrović, Dragana",
year = "2011",
abstract = "The development of thinking structures in children has a significant influence on their mastering of mathematical concepts. The appearance of concrete logical thinking and its indicators (conservation concepts) influence positive school achievement regarding mathematical contents. By shaping the formal operations which represent the final and supreme phase of cognitive development, the most complex forms of conservations become available. Combinatorics is a feature which belongs to the last phase of cognitive development; it represents the generalization of the operations acquired in the concrete operational stage. The purpose of this paper is to analyze the development of the operational thinking structures in relation to concrete logical operations (using the conservation of number, length, mass and volume) and formal operations (using combinatorics) as well as their influence on the mathematical achievement in students with mild intellectual disabilities at an later school age. For the purpose of this study we have collected a sample of 120 students of both sexes with mild intellectual disabilities. The subjects were 12 to 15-year-old, corresponding to the school age of fifth to eighth graders. Standard Piaget's conservation tasks (the assessment of number, length, mass and volume) and combinatorics have been used for the evaluation of the operational thinking. The mastery of mathematical contents was evaluated by means of a Criterium knowledge test constructed for the purposes of this study. The results have shown statistically significant differences in the mathematical Criterium knowledge test achievement among the students in our population sample, regarding the attained level of operational thinking on all tasks that have been used. Piaget's theory argues for the application of games that support reversibility, identity and conservation, which makes mathematical thinking more compliant, more active, broader, deeper, and more original.",
publisher = "Facteachereducation",
journal = "Croatian Journal of Education",
title = "Thinking structures and mathematical achievements in children with mild intellectual disabilities",
pages = "176-142",
number = "3",
volume = "13",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_462"
}
Đurić-Zdravković, A., Japundža-Milisavljević, M.,& Maćešić-Petrović, D.. (2011). Thinking structures and mathematical achievements in children with mild intellectual disabilities. in Croatian Journal of Education
Facteachereducation., 13(3), 142-176.
https://hdl.handle.net/21.15107/rcub_rfasper_462
Đurić-Zdravković A, Japundža-Milisavljević M, Maćešić-Petrović D. Thinking structures and mathematical achievements in children with mild intellectual disabilities. in Croatian Journal of Education. 2011;13(3):142-176.
https://hdl.handle.net/21.15107/rcub_rfasper_462 .
Đurić-Zdravković, Aleksandra, Japundža-Milisavljević, Mirjana, Maćešić-Petrović, Dragana, "Thinking structures and mathematical achievements in children with mild intellectual disabilities" in Croatian Journal of Education, 13, no. 3 (2011):142-176,
https://hdl.handle.net/21.15107/rcub_rfasper_462 .

DSpace software copyright © 2002-2015  DuraSpace
About the rFASPER Repository | Send Feedback

OpenAIRERCUB
 

 

All of DSpaceCommunitiesAuthorsTitlesSubjectsThis institutionAuthorsTitlesSubjects

Statistics

View Usage Statistics

DSpace software copyright © 2002-2015  DuraSpace
About the rFASPER Repository | Send Feedback

OpenAIRERCUB