Formation of Elementary Mathematical Concepts in Junior Schoolchildren with Speech Impairment

Abstract

The article presents the practical aspects of studying the formation of elementary mathematical representations in younger students with speech impairment. The specificity of elementary mathematical representations in younger schoolchildren with speech impairment is analyzed. During the experimental study, it was found that at the ascertaining stage of the experiment, children of primary school age with speech disorders showed low levels of formation of elementary mathematical representations. A program was developed that consists of three stages: preparatory, main and final. A feature of the main stage was the inclusion in the classes not only of tasks for the development of counting skills and mathematical representations, but also of motor exercises. At the control stage of the experiment, the indicators of the development of elementary mathematical representations became higher in the experimental group, which indicates the effectiveness of the use of a psycho-correction program aimed at the growth of elementary mathematical representations of children of primary school age with speech impairment.