Issues of Prevention of Graphic Dyscalculia in Preschool Children with Mental Delay

Abstract

The subject of this research work was specific, systematic errors in the formation of counting activity and written mathematical speech, as well as their influence on the predisposition to graphic dyscalculia in preschool students with mental retardation. The article describes the results of the analysis of an experimental study that involved preschool children with mental retardation and normotypical peers performing tasks from the diagnostic methodology aimed at identifying in the category of respondents in question, the specific features of their perception and orientation in space, the ability to read and depict mathematical symbols. The article also proposes the authorʼs definition of the concept of “dyscalculiaˮ, emphasizes the importance of finding and implementing effective ways of psychological and pedagogical work aimed at preventing graphic dyscalculia, as one of the types of violations of mathematical activity.