FORMATION OF MATHEMATICAL COMPETENCE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE PROCESS OF CORRECTIONAL AND DEVELOPMENTAL WORK

Abstract

The article analyzes the problem of forming mathematical competence of children with special educational needs in the process of correctional and developmental work as one of the priority areas of modern correctional pedagogy. Mathematical competence is considered as the ability of a student to understand and apply mathematical knowledge in various life contexts, to perform calculations, analyze information, draw conclusions, argue their own position and solve logical and practical problems. It is determined that the process of forming mathematical competence of children with special educational needs should be based on the creation of a holistic pedagogical space, where educational, correctional and developmental and educational activities are interconnected and complement each other. This approach is provided by a system of organizational and pedagogical conditions that include: individualization of the educational process, a multisensory approach, the use of adaptive strategies and digital technologies, pedagogical partnership of all participants in the psychological and pedagogical support team, and the integration of correctional and developmental work into the educational process of secondary education institutions. In the structure of the formation of mathematical competence of children with special educational needs, five interrelated components are distinguished: motivational (reflects a positive attitude towards mathematics, interest in cognitive activity, belief in one's own strengths), cognitive (covers a system of basic mathematical knowledge, ideas about quantity, shape, size, space and time, as well as logical thinking operations), operational-activity (associated with the ability to apply knowledge in practice, perform calculations, solve problems, plan a sequence of actions), compensatory (oriented to the development and partial compensation of cognitive processes), socio-communicative (provides for the use of mathematical knowledge in communication, joint activities, everyday and educational situations).