Vidutinių specialiųjų ugdymosi poreikių turinčių mokinių dalybos veiksmo įsisavinimo ypatumai
Peculiarities of Learning Arithmetics Operations by Pupils with Moderate Special Needs

Summary/Abstract: The paper presents analysis of the peculiarities of mastering a division opration by schoolchildren with special education needs. The hypothesis has been formulated that special school students tend to perform worse in doing division operations compared to comprehensive school students with special education needs. The present paper aims at clarifying students’ with special education needs abilities to independently do division operations and at identifying the most common mistakes. The study included a sample of 40 sixth – tenth formers with special education needs from special and comprehensive schools. The testing technique was employed to analyse the way students with special education needs do division operations. Comparison of the peculiarities of mastering division operations by students with special education needs from comprehensive schools and special schools was also carried out. The study showed that students with special education needs mastered division operations fairly well and easier tasks were done by almost all students whereas more difficult ones were completed only by more advanced students. All students divided double-figure numbers more easily than three or four-figure numbers. Students from comprehensive schools were more successful in coping with division operations than students from special schools, particularly sixth formers with special education needs. It was noticed that most often mistakes in division operations made by students with special education needs, were caused by the following: inactivity, intellectual and cognitive derangements, inability to understand the condition of a task and to choose a proper operation, calculation errors, etc.

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