E. Jagiełło

University of Natural Science and Humanities (POLAND)
This article presents research which the main objective of this study was to find answers to questions about the role of the calculator in child labored with mild intellectual disabilities in the class of mathematics. The objects of observation were all students participating in the study, acquired by them ability to use a calculator and educational activities in the classroom and the effects of the learning process. The study was conducted using a method of diagnostic survey and experiment, in which the technique was to used two parallel group. The main tool to collect material from the study was a test of tasks. The study was conducted in the spring of 2010, total study involved 30 students of grade VI elementary school, with mild intellectual disability, 14-15 years of age. In studies with technique of parallel-groups, there were two groups of student of the 15 people. The expert group (E) consisted of 8 girls and 7 boys, and control (C) - 10 girls and 5 boys. Both in the first and the second group, 80% were children under the age of 14, and the remaining percentage 15-year-olds. In both groups, all subjects were impaired as a slight, barely assimilating mathematical problems. The problem for them is to learn the basic definitions, theorems, formulas, encryption using mathematical symbols, decoding mathematical texts, and counting. Answers to the question whether the calculator will help to solve mathematical problems were sought by entering it into lessons of mathematics to select students who formed the so-called. expert group. It were these students who used a calculator in the math classes for a month prior to the test. The second group of students, in accordance with the generally applicable rule, were not a loved to use a calculator. After a month trial, both groups worked on the same tasks. In the group of experts students continued to use calculators. In the control group all actions were performed in memory or written on paper.
Children with intellectual disability are coming across difficulty with learning and adopting mathematical terminology and symbols. The reasons are, among others, that these persons show problem in concentrating, awareness, remembering and concluding. Over and above they also have limited ability in abstract thinking and in understanding reasoning-resulting. Presented here and other aspects are great contribution to heavy and trivial work as much for a teacher as it is for a student in mathematic class. Therefore contents, methods of work as well as teaching tools must be appropriately selected. Perhaps use of a calculator could be an example, and in practice it is proven that calculator increases activity of children and interest in mathematics, associating acquired plots with needs of everyday life.