Peculiarities of difficulties at the stage of abridged recording of arithmetic tasks by younger schoolchildren with severe speech disorders

The proposed article presents the results of the study of the peculiarities of difficulties in solving arithmetic problems, in particular at the stage of abbreviated writing of the text of the arithmetic problem by younger students with severe speech impairment and on the basis of this level of formation of this skill. Arithmetic problems play an important role in elementary school mathematics. They, on the one hand, form a specific section of the program, the content of which students should learn, on the other – act as a didactic tool for teaching, upbringing and development of students. In our opinion, it is the solving of arithmetic problems that promotes the development and emergence of cognitive interest. It addresses the issues that students have. After all, in the course of work, the teacher does not give them ready answers, and makes them participants, learners of knowledge. It encourages them to think over the incomprehensible and prompts questions. Younger students are discovering new knowledge that can help them gain more information. According to the results of the analysis of the scientific literature, we can see that the scientists point out that the reasons for learning difficulties of children with severe speech disorders are due to the following: difficulties in solving arithmetic problems. In students with severe speech impairment there is a selective lack of cognitive functions and processes, which are the basic prerequisites for the formation of knowledge in mathematics and solving arithmetic problems, in particular, students with severe speech impairment with difficulty recognize even well-known objects, familiar objects, functions, simultaneity and succession of perception, disturbance of visual gnosis. The explanatory note to the school's program for children with severe speech impairment notes that the level of mastery of students with severe speech impairment in mathematics is lower than that of children with typical development. Most elementary students with severe speech impairment experience difficulty in learning mathematical material (such as arithmetic solving) throughout primary school. One of the most important reasons for the emergence of such features of mastering children with severe speech impediments in this discipline is the lack of basic mental processes and functions in them. The proposed article draws attention to what types of difficulties are encountered in younger students with severe speech disorders at the stage of constructing a shortened arithmetic problem. As a result of the analysis of the materials of the study, we found that three types of difficulties encountered in the construction of the reduced arithmetic problem data record for the younger students with severe speech impairments: inaccurate recording of numbers and symbols in the design of the shortened arithmetic task record; incorrect recording of words and numbers when constructing a shortened task record; wrong spatial arrangement of words and symbols when designing a short record of an arithmetic problem on a piece of paper. In particular, such types of difficulties as inaccurate recording of numbers and symbols when designing a short record of an arithmetic problem are manifested in the following errors: insufficient calligraphic recording of numbers; replaced with a number different to a certain element (1-7, 3-8) or location (14-41); did not misuse arrows, brackets; the incorrect spelling of words and numbers when constructing a shortened task record was manifested in the following errors: mistakes were made in words: letters, syllables were omitted; replaced some letters with others; incorrect placement of words, symbols while designing a short record of an arithmetic problem on a piece of paper manifested in such errors as: incorrectly maintained the distance between words, numbers and examples; improperly placed shortening and arithmetic on a piece of paper; incorrectly entered numeric data into a column. As a result of the final analysis of the materials of the study, we determined the levels of underdevelopment of the ability to design a short text entry arithmetic problem for younger students with severe speech impairment (sufficient, significant, minor, sufficient). We found that among the 1st grade students the highest percentage of students was observed with a significant level of underdevelopment of this skill (63%), the lowest percentage was students with a deep level of underdevelopment of this skill (2%). Grade 2 students with deep underdevelopment were not found, the smallest number of students (16%) had a significant underdevelopment level and the highest – 50% was a sufficient level. In grade 3, students with a deep level of underdevelopment were not found, only 3% of students had a significant level of underdevelopment, and a significant proportion of students (82%) were students with a sufficient level of development. Fourth grade students had no profound and significant level of underdevelopment, a slight underdevelopment in 12% of children and a sufficient level of development was observed in 88% of younger pupils with severe speech impairment. According to the results of the analysis of the study materials, we see a fairly large percentage of younger students with severe speech impairment by the end of el.