Recreating Imagination and Self-Regulation as Means of Mathematical Thinking Development in Inclusive Education
Full Text (PDF)
Elvira G. Sabirova 1 * , Zulfiya F. Zaripova 2, Mikhail N. Mikhaylovsky 3, Yulia V. Serebrennikova 4, Julia V. Torkunova 5, Stanislav I. Buslaev 6
More Detail
1 Kazan (Volga region) Federal University, Kazan, RUSSIA2 Almetyevsk State Oil Institutе, Almetyevsk, RUSSIA3 I.M. Sechenov First Moscow Medical University (Sechenov University), Moscow, RUSSIA4 Amur State University of Humanities and Pedagogy, Komsomolsk-on-Amur, RUSSIA5 Kazan State Power Engineering University, Kazan, RUSSIA6 Financial University under the Government of the Russian Federation, Moscow, RUSSIA* Corresponding Author

Abstract

The relevance of this article is determined by the need to study new approaches to the organization of the study of mathematics in inclusive education, explore recreational imagination, as well as self-regulation for the development of the learners’ ability to explain in detail their actions, find and correct mistakes on their own and thus develop their mathematical thinking. Today the needs of society to improve the quality of modern education along with the increasing volume of information that modern students must continuously process make the problem of developing mathematical thinking even more acute. The purpose of the study is to research the relationship between recreating imagination, mental self-regulation and mathematical thinking in students with mental retardation. Research methods included observation, psychological and pedagogical experiment, psychodiagnostic tests, and diagnostic tasks. Mathematical and statistical methods were also used (the Pearson correlation coefficient reflecting the degree of correlation between changes in two variables, where the changes in one of them correspond to the changes in the other), as well as interpretive methods. Research result: the article examines the relationship of mental self-regulation, recreating imagination and mathematical thinking in students with mental retardation and confirms the interrelationship of these processes using methods of mathematical statistics in psychology. It also discusses the complex of correctional and developmental exercises aimed at the development of recreating imagination and offers the means of developing mental self-regulation for the further development of the learners’ mathematical abilities. The data obtained in this research can be used in social psychology, pedagogy, developmental psychology, inclusive education, as well as for further theoretical development of this area and find application in the broad practice of inclusive education together with an established and experienced system of tasks.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 10, October 2020, Article No: em1890

https://doi.org/10.29333/ejmste/8501

Publication date: 01 Sep 2020

Article Views: 2066

Article Downloads: 1072

Open Access References How to cite this article