FORMATION OF INITIAL MATHEMATICAL CONCEPTS AND IMAGINEMENTS IN YOUNG SCHOOLCHILDREN WITH INTELLECTUAL DISORDERS USING INNOVATIVE TECHNOLOGIES

Abstract

The article considers the current problem of using innovative methods in the process of forming mathematical ideas and concepts in children with intellectual disabilities. The difficulties of mastering mathematical material by this category of students are outlined. Modern innovative technologies that contribute to the formation of initial mathematical concepts and ideas are also characterized. The modern system of special education is in the process of transformation, aimed at creating the most favorable conditions for the development of children with special educational needs, in particular children with intellectual disabilities. One of the most important areas is the formation of initial mathematical ideas and concepts, because mathematics provides not only the development of the intellectual sphere, but also forms skills necessary in everyday life. In children with intellectual disabilities, the assimilation of mathematical material is complicated by a number of features: low levels of voluntary attention, memory, difficulties in generalization and analysis, and a slow pace of thought processes. Therefore, traditional teaching methods based on abstract concepts and sequential algorithms often prove ineffective for this category of students. In this context, innovative technologies appear not just as an auxiliary, but as a key tool capable of transforming the educational process. They allow you to visualize abstract concepts, provide instant feedback, and make learning interactive and playful. The use of technologies such as interactive whiteboards, multimedia programs, touch tables, and virtual reality elements creates conditions for individualizing learning, adapting it to the capabilities and pace of development of each child. The purpose of the article is to highlight innovative technologies that can be used in the formation of mathematical concepts and ideas in younger schoolchildren with intellectual disabilities. The study focuses on the following innovative technologies: gaming, information and computer, correctional and developmental technologies, modeling technologies, and integration technology. The importance of using information and communication technologies, in particular multimedia tools, gaming methods, augmented and virtual reality, is emphasized. The author pays special attention to the use of integration technology in the educational process, which makes it possible to unobtrusively teach a child with intellectual disabilities to count, compare and generalize, and to support their emotional state. It is concluded that the use of innovative technologies in teaching children with intellectual disabilities contributes to the effective formation of elementary mathematical concepts and ideas.