TEACHING MATHEMATICS TO STUDENTS WITH INTELLECTUAL DISABILITY. LEARNING IN GENUINE ENVIRONMENTS SUPPORTED BY PARENTS AND SCHOOL

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Published: Dec 1, 2017
DOI: https://doi.org/10.12681/enedim.15224
Keywords:
intellectual disability money dealings social integration school-family collaboration
Βασιλική Χρυσικού (Vasiliki Chrysikou)
Secondary Education
Abstract

The present study is part of a broader action research, where the teaching of mathematics to students with intellectual disability and the students’ learning of mathematics are considered as socially and culturally integrated processes. The aim of the research was to study how the establishment of school and family collaboration influences the educational process and the active participation of the students in social activities that contribute to the development of mathematical thinking. The students participated in activities involving money dealings, while the mothers were encouraged to engage their children in similar actions implemented outside of the school context. The results showed that discussions with the mothers reinforced the choice of learning objectives and learning contexts that make sense to the students. On the contrary, factors such as mothers’ perceptions about social inclusion- and mainly for stigma of people with disabilities-limited students’ active participation in activities outside the school context.

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Author Biography
Βασιλική Χρυσικού (Vasiliki Chrysikou), Secondary Education
Teacher
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