FORMATION OF MATHEMATICAL CONCEPTS IN SECOND-GRADE STUDENTS WITH DELAYED MENTAL DEVELOPMENT IN INCLUSIVE EDUCATION
Abstract
The scientific article examines the content of forming mathematical concepts in primary school students, their pedagogical and psychological characteristics, as well as the relevance of improving methodological support for technology-based instructional approaches grounded in collaboration. From this perspective, the issues of developing mathematical concepts in second-grade students with delayed mental development in the context of inclusive education are discussed.
References
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