Methods of organizing the study of tabular multiplication by pupils with unexpressed problems of intellectual development

The article highlights a special methodology for the formation of knowledge and skills of tabular multiplication in students with unexpressed intellectual development problems. The authors support the position that the key to effective learning of mathematics by pupils with unexpressed intellectual development problems of primary (mild intellectual disabilities) and secondary (due to severe speech disorders) genesis, who have difficulties in mastering this educational material, is correctly selected special methods of forming this knowledge and skills. The methodology proposes to change the sequence of familiarization of this category of students with tabular cases of multiplication and, accordingly, division. The basis of its use is the formation of positive motivation for this activity in children. This method is a form of problem-based learning. It involves an unconventional organization of the teacher's work on learning the multiplication table first by 2, then by 1, by 10, then by 3 with an explanation of the permutational law of multiplication, and then by 4, 5, 6, 7, 8 and 9 with a visual demonstration of the reduction in the number of multiplication cases that need to be memorized. In the process of interaction, students with unexpressed intellectual development problems develop a positive attitude towards this work. Observing that when studying the multiplication table by 4, only 6 cases need to be memorized, by 5 - only 5 cases, and 9 - only 1 case, they develop positive motivations to work in math lessons. Moreover, the lesson develops the ability not only to memorize the material, but also shows easier ways to master it, and at a conscious level. The authors do not claim the originality of the proposed methodology, but believe that such an approach to learning one of the most difficult school subjects, mathematics, can be useful. This motivational methodology can also bring positive results in the work of teachers in inclusive classrooms, where the specifics of the psychophysical development of students with special educational needs must be taken into account. The study envisages further testing of the proposed methodology to determine the dynamics of mastering this material by children with unexpressed intellectual development problems and further determining the peculiarities of their mastering this material.