PECULIARITIES OF SHAPING COMPONENTS OF MATHEMATICAL COMPETENCE OF STUDENTSWITH INTELLECTUAL DISABILITY(THE EXAMPLE OF TEMPORARY CATEGORIES)
The qualitative development of the special education system in the Republic of Belarus is based on the implementation of a competence-based approach to teaching children with features of psychophysical development (PDF), including intellectual disabilities, and is aimed at forming a socially oriented person who is able to implement the acquired knowledge in practical activities.The purpose of the article is to identify the specifics of shaping basic, practical and functional mathematical competence of high school children with intellectual disabilities.Material and methods. The study was conducted on the basis of the SEE “Auxiliary School No. 26” in Vitebsk. The total number of respondents was 20 high school students of the first Department aged 14-17, including 7 girls and 13 boys. The following methods were used: diagnostic set of tasks, experiment (ascertaining), quantitative and qualitative analysis of the actual data obtained, mathematical and statistical methods of processing research data (g-sign criteria).Findings and their discussion. The analysis of the features of shaping basic, practical and functional mathematical competencies of children of high school age with intellectual disability in the framework of learning temporary mathematical categories was carried out. The study of the basic competence showed a low level of knowledge of time measurement units, as well as establishing the relationship between them. The study of practical competence revealed the specifics of solving arithmetic problems, determining time intervals, and reproducing the date of an event. The peculiarity of the functional competence is to correlate the numerical expression of time and determine it on the dial, choosing the optimal method of action in a situation of uncertainty.Conclusion. The study showed that there is an objective need for correctional and developmental work with students with intellectual disabilities to shape their temporary categories both in math lessons and in specially organized activities in real life situations.