Memory as a predictor of mathematics in children with mild intellectual disability

Uspeh u nastavi matematike kod dece s lakom intelektualnom ometenošću (LIO) u značajnoj meri uslovljen je kvalitetom pamćenja koje predstavlja osnovnu saznajnu komponentu budući da je veliki deo matematičkih pojmova u krajnjoj liniji rezultat memorisanja sadržaja auditivnim, vizuelnim i verbalnim putem. Cilj rada odnosi se na evidentiranje nekih komponenti pamćenja koje su povezane sa uspehom u nastavi matematike kod dece s LIO. Uzorkom su obuhvaćena 124 ispitanika starosti od 8 do 16 godina. U istraživanju smo koristili Reyov test verbalnog pamćenja i Akadia test (za procenu vizuelnog i auditivnog pamćenja). Numeričke ocene iz nastavnog predmeta matematika dobijene su standardnom analizom pedagoške dokumentacije. Rezultati istraživanja pokazuju da najveći parcijalni doprinos ostvarivanju uspeha iz nastave matematike imaju forsirana rekognicija i retencija pamćenja.Success in mathematics curriculum for children with mild intellectual disability (MID) depends to a large extent on the quality of memory, which is a fundamental cognitive component, considering that a substantial part of mathematic terms is in the end the result of memorizing contents via auditory, visual and verbal means. The aim of this research is to review some of the memory components connected with success in mathematics classes for children with MID. One hundred and twenty four subjects, aged 8 through 16, were evaluated using Rey’s verbal learning test and Acadia test (visual and auditory memory). Numerical grades from the subject of mathematics were obtained through standard analysis of pedagogical documentation. The results of this research suggest that the largest partial contribution to success in math curriculum comes from forced recognition and memory retention