Characteristics of learning a metric measure system and concrete numbers by slightly mentally retarded schoolchildren graduating a special school

Straipsnyje analizuojama nežymiai protiškai atsilikusių mokinių, baigiančių specialiąją mokyklą, metrinės sistemos matų ir matinių skaičių įsisavinimo ypatumai. Tyrime dalyvavo 40 dešimtų klasių specialiųjų mokyklų mokinių, turinčių nežymų protinį atsilikimą. Testavimo metodu tirta, kaip jie geba skirti laiko ir masės matus, spręsti uždavinius su matiniais skaičiais. Tyrimo rezultatai parodė, jog dauguma nežymiai protiškai atsilikusių mokinių geba išvardyti tik pačius pagrindinius, dažniausiai vartojamus ilgio matus, pvz.: cm, mm, km, m. Silpnesnės žinios iš masės matų temos. Dauguma išvardijo tik po 1-2 matus, pvz.: kg, g. Sprendžiant uždavinius su matiniais skaičiais, kuriuose buvo prašoma susmulkinti, sustambinti, sudėti ar atimti matinius skaičius, klaidų neišvengta. Pastebėta, kad mažiau klaidų buvo daroma stambinant matinius skaičius bei atliekant veiksmus su dažniau vartojamais matais (Lt, ct, kg, g). Tyrimo rezultatai rodo, jog vidutinių specialiųjų ugdymosi poreikių turintiems mokiniams atliekant užduotis, kilo nemažai sunkumų, kaip turimas žinias pritaikyti praktiškaiCharacterics of learning a metric measure system and concrete numbers by slightly mentally retarded schoolchildren graduating a special school are analized in this paper. Slightly mentally retarded schoolchildren of X classes from special schools participated in the research. During the testing period it has been researched how slightly mentally retarded schoolchildren graduating a special school are capabe to differentiate measure and mass measure, solve problems with concrete numbers. After the conducted research it has been diagnosed that the majority of slightly mentally retarded schoolchildren are capable to specify only the basic most often used length measures, e.g. cm, mm, km, m. Weaker results have been diagnosed in specifying mass (weight) measure. The majority specify only 1-2 measure variations, e.g. kg, g. Meanwhile a request to multiply concrete numbers has showed a total deficit of schoolchildren's knowledge. Mistakes have not been avoided in solving problems with concrete numbers, decrease or increase, sum or subtract concrete numbers; it has also been observed that fewer mistakes are made in increasing concrete numbers or completing actions with mostly used measures (Lt, ct, kg, g). Analysing summation actions it has been set that schoolchildren make more mistakes in solving these problems rather than in problems with subtraction actions. The results have shown that many difficulties arise applying the available knowledge in practice. It has been observed that specifying measure or solving problems with concrete numbers slightly mentally retarded schoolchildren make many mistakes because of their mental disabilities as well as because they are not able to concentrate on the problem, are not focused, make counting mistakes and can not select measure, etc