Abstract
The relevance of this article is determined by the need to study new approaches to the organization of the study of mathematics in inclusive education, explore recreational imagination, as well as self-regulation for the development of the learners’ ability to explain in detail their actions, find and correct mistakes on their own and thus develop their mathematical thinking. Today the needs of society to improve the quality of modern education along with the increasing volume of information that modern students must continuously process make the problem of developing mathematical thinking even more acute. The purpose of the study is to research the relationship between recreating imagination, mental self-regulation and mathematical thinking in students with mental retardation. Research methods included observation, psychological and pedagogical experiment, psychodiagnostic tests, and diagnostic tasks. Mathematical and statistical methods were also used (the Pearson correlation coefficient reflecting the degree of correlation between changes in two variables, where the changes in one of them correspond to the changes in the other), as well as interpretive methods. Research result: the article examines the relationship of mental self-regulation, recreating imagination and mathematical thinking in students with mental retardation and confirms the interrelationship of these processes using methods of mathematical statistics in psychology. It also discusses the complex of correctional and developmental exercises aimed at the development of recreating imagination and offers the means of developing mental self-regulation for the further development of the learners’ mathematical abilities. The data obtained in this research can be used in social psychology, pedagogy, developmental psychology, inclusive education, as well as for further theoretical development of this area and find application in the broad practice of inclusive education together with an established and experienced system of tasks.
Highlights
In the last decade, the problems of children with disabilities have become the focus of the attention of an increasing number of professionals in various areas
The relevance of this article is determined by the need to study new approaches to the organization of the study of mathematics in inclusive education, explore recreational imagination, as well as self-regulation for the development of the learners’ ability to explain in detail their actions, find and correct mistakes on their own and develop their mathematical thinking
Research result: the article examines the relationship of mental self-regulation, recreating imagination and mathematical thinking in students with mental retardation and confirms the interrelationship of these processes using methods of mathematical statistics in psychology
Summary
The problems of children with disabilities have become the focus of the attention of an increasing number of professionals in various areas. The contradictions have to be resolved between the need for pedagogical practice in the development of mathematical thinking and insufficient focus on this problem in pedagogy. In our opinion, this contradiction can be solved by developing the child’s mathematical thinking through the development of self-regulation and recreating imagination. The term “children with special educational needs” can be legally applied to children with disabilities, since in view of the limited opportunities of a person with psychophysical development issues to participate in the educational process such learners have special needs for specialised assistance in order to overcome these limitations. The term “children with special educational needs” has a broader content than the term “children with disabilities”, since it includes children with language barrier problems, difficulties in socialisation, and learning disabilities
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