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Behavioral Characteristics of the Mentally Retarded with Arithmetic Tasks: From a Special Educational Point of View *
Author(s) -
SUZUMURA Kinya
Publication year - 1994
Publication title -
congenital anomalies
Language(s) - English
Resource type - Journals
eISSN - 1741-4520
pISSN - 0914-3505
DOI - 10.1111/j.1741-4520.1994.tb00800.x
Subject(s) - task (project management) , mentally retarded , arithmetic , psychology , cognitive psychology , phrase , test (biology) , perception , point (geometry) , mental arithmetic , realization (probability) , process (computing) , developmental psychology , computer science , artificial intelligence , mathematics , statistics , medicine , paleontology , heart rate , geometry , management , radiology , neuroscience , blood pressure , economics , biology , operating system
Various types of errors are shown in a mentally retarded boy (CA 12:10, Tanaka‐Binet IQ 45–50) engaging in a standardized arithmetic achievement test for first‐grade pupils. The following issues on behavioral characteristics of the mentally retarded with arithmetic tasks are discussed from a special educational point of view. 1. Production of correct solutions depends heavily on self‐regulation, motivation and metacognition levels of the retarded with arithmetic tasks. Therefore, maintaing appropriate levels of these processes is a fundamental principle in encouraging the mentally retarded to do their best. 2. How the retarded deal with a task on figures depends on how the figures appear to them. It is a perceptual problem rather than an arithmetic one. 3. While the retarded can do well on a task by manipulating the objects in question in his daily life, they cannot solve the same task in an achievement test situation. They attempt to solve a task using a familiar strategy and are difficult to change the one used. They adopt a known strategy with a clue of particular word, phrase or part of story to deal with the tasks. 4. Realization of how to use the counting principles develops step by step, but understanding process of every principle on cardinal progression is one thing and that on multiple progression is another.