Development Of Mathematical Imagination In Students With Visual Impairments As A Pedagogical Problem
DOI:
https://doi.org/10.55640/eijp-05-09-06Keywords:
Typhloididadctics, mathematical imagination, visual impairmentAbstract
This article analyzes the pedagogical problems of developing mathematical imagination in students with visual impairments. The study shows that traditional methods of teaching mathematics are mainly based on visual perception, which creates significant difficulties for students with visual impairments. The article considers ways to effectively master mathematical knowledge using modern typhloididadctic approaches, adaptive technologies and multisensory learning methods.
References
Abulkhanova-Slavskaya, K.A. (2019). Maxsus ehtiyojli bolalarning psixologik rivojlanishi. Moskva: Akademiya.
Davidov, V.V. (2018). Ta'lim psixologiyasi. Sankt-Peterburg: Piter.
Galperin, P.Ya. (2020). Aqliy harakatlarning bosqichma-bosqich shakllanishi nazariyasi. Moskva: MGU.
Zemcova, M.I. (2017). Ko'rish imkoniyati cheklangan bolalar psixologiyasi. Moskva: Prosveщenie.
Litvak, A.G. (2019). Tiflopsixologiya. Sankt-Peterburg: RGPU.
Solntseva, L.I. (2018). Ko'r bolalarni tarbiyalash va o'qitish. Moskva: VOS.
Feigenburg, I.M. (2020). Ko'r kishilarda fazoviy tasavvurlar. Moskva: Nauka.
Khaydarov, F.I. (2019). Inklyuziv ta'lim: nazariya va amaliyot. Toshkent: Fan.
Bradshaw, J. (2021). "Mathematics Education for Students with Visual Impairments". Journal of Visual Impairment & Blindness, 115(3), 234-248.
Kohanová, I. (2020). "ICT Tools for Mathematics Education of Visually Impaired Students". Procedia Computer Science, 176, 1515-1524.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Abdiyev Hasan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.
