Providing the development of mathematical competence using ICT means of hearing-impaired students in primary school

Abstract

The article reveals aspects of the development of mathematical competence in children with hearing impairments in primary school using information and communication technologies. Children with hearing impairments perceive information partly through vision (an important additional or main channel for receiving information), therefore, barrier-free education for such children involves eliminating obstacles to the perception of sound information by duplicating it with means that can be perceived visually.

The purpose of the article: based on the generalization of methodological materials and practical experience, to present a mechanism for increasing the level of mathematical competence of students with hearing impairments in primary school through the use of ICT tools for learning (formation of key competencies, increasing motivation during mathematics learning, etc.).

The main methods are: methods of theoretical analysis of literary sources; analysis of regulatory documents; generalization of practical experience in the development of mathematical competence in children with hearing impairments in primary school using information and communication technologies.

Results: the developed electronic applications for mathematics textbooks are presented, which contain interactive tasks (games), have an attractive design and methodically balanced visual materials. The main directions of ICT application in teaching children mathematics in primary school are presented. It is proved that with the help of ICT it is possible to create an inclusive (accessible) learning environment that contributes to the success of each student. The effectiveness of ICT use depends on the professionalism of the teacher and an individual approach to each student.

Conclusions: among the advantages of using ICT, the following can be identified: individualization of learning (the ability to adapt educational material to the needs of each student); increased motivation (thanks to interactive elements, learning becomes more interesting and exciting); development of independence (students can work at their own pace, receiving immediate feedback); creation of an inclusive environment (ICT helps to create equal conditions for all students, regardless of their characteristics).