Students with the deficiencies in the field of learning arithmetic face deficient and impeded automation of mathematical facts and procedures which is conditioned by the troubles of the semantic memory, procedural impediments, and visual-spatial deficiencies. The latter has an essential influence on mastering computation in writing and assimilating written algorithms within arithmetic. The purpose of the master’s thesis is to ascertain how to improve success in performing arithmetic operations of written multiplication and division in a student with deficiencies in arithmetic. In the master’s thesis, I present 30-hour training which was performed with a student of the sixth grade. The diagnostic evaluation was acquired by means of informal discussion with the student, with his parents, teachers, the performer of the learning assistance, special rehabilitation teacher who treated the student, the analysis of the student’s record, questionnaire for ascertaining the prevailing learning style of the student, and mathematical tests and tests for the evaluation of mastering arithmetic knowledge and skills. Within the training, the significance of connecting arithmetic procedural, conceptual, and declarative knowledge, and the sanity of teaching where the principles of good teaching practice and special teaching approaches of assistance (learning strategies of solving tasks by means of discovering connections between the facts and laws or rules, the use of mnemotechniques, learning of compensation strategies of solving arithmetic tasks, the use of depictors, assistance to the student in form of tuition, etc.) intertwine. The comparison of the initial and concluding results of testing proves that, by means of training, the student better understood and assimilated declarative and conceptual arithmetic knowledge which is important for the performance of the procedure of written multiplication, and improved in the field of retention and performance of the steps in the procedure of written division. The acquired data will be helpful to teachers, performers of learning or additional professional help, and special rehabilitation teachers in the case of forming the appropriate approaches and methods of the assistance for the students of the subject level, which did not assimilate the basic mathematical knowledge and skills.
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