Page 396 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 396
ja M. Maričić, Jasna M. Maksimović, and Mirjana M. Stakić
long to these groups, but also children with learning disabilities. This paper
wants to draw attention to the issue of students with learning difficulties in
the first years of education on the example of Mathematics and Serbian lan-
guage courses.
Mathematics and Serbian language (mother tongue) represent compul-
sory school courses at all education levels. We can say that these two courses
are fundamental in each education system. Given that the foundations of fur-
ther mathematics and Serbian language education are laid in the first grade
of primary school, through elementary mathematics education and learning
of reading and writing, the success with which students will master these ar-
eas will impact their relationship not only toward learning mathematics and
mother tongue later in life, but also toward all other school courses, both
from the field of natural sciences and humanities. Natural sciences are based
on abstract mathematical symbols, whereas the entire communication, ac-
quisition and transfer of knowledge in the teaching process rest on the skills
of reading and writing and culture of oral and written communication. If any
omissions or oversights are made in the initial stages of education, they will
be directly reflected in later education. Therefore, organisation of education
carries great responsibility, and requires meticulousness and sound judge-
ment in every step.
The problem only gets worse if observed in the context of students with
learning disabilities who have troubles in the adoption of content from math-
ematics and Serbian language. These students require special support in
learning, finding special work methods, strategies, procedures, didactic de-
vices and materials that will help them overcome difficulties in learning and
successfully acquire knowledge, skills and habits, develop abilities, form an
appropriate relationship toward school and school duties. If such interven-
tions are omitted in the early stages of education, no force or skill will be
able to compensate for the errors made in junior grades of primary school.
Learning Disabilities and Difficulties in Adoption of Mathematics
and Language Content
Learning difficulties are not a group of individual disabilities; instead, they in-
clude all difficulties related to reading, language or mathematics. They may
occur in students who, despite possessing average or above average intel-
lectual abilities, exhibit significant problems in adopting basic school skills,
such as reading, writing and calculus (Silver and Hagin 2002). These individ-
ual types of difficulties often occur together either with a deficit of social skills
or emotional and behavioural disorders (Lyion 1996; Silver and Hagin 2002;
396
long to these groups, but also children with learning disabilities. This paper
wants to draw attention to the issue of students with learning difficulties in
the first years of education on the example of Mathematics and Serbian lan-
guage courses.
Mathematics and Serbian language (mother tongue) represent compul-
sory school courses at all education levels. We can say that these two courses
are fundamental in each education system. Given that the foundations of fur-
ther mathematics and Serbian language education are laid in the first grade
of primary school, through elementary mathematics education and learning
of reading and writing, the success with which students will master these ar-
eas will impact their relationship not only toward learning mathematics and
mother tongue later in life, but also toward all other school courses, both
from the field of natural sciences and humanities. Natural sciences are based
on abstract mathematical symbols, whereas the entire communication, ac-
quisition and transfer of knowledge in the teaching process rest on the skills
of reading and writing and culture of oral and written communication. If any
omissions or oversights are made in the initial stages of education, they will
be directly reflected in later education. Therefore, organisation of education
carries great responsibility, and requires meticulousness and sound judge-
ment in every step.
The problem only gets worse if observed in the context of students with
learning disabilities who have troubles in the adoption of content from math-
ematics and Serbian language. These students require special support in
learning, finding special work methods, strategies, procedures, didactic de-
vices and materials that will help them overcome difficulties in learning and
successfully acquire knowledge, skills and habits, develop abilities, form an
appropriate relationship toward school and school duties. If such interven-
tions are omitted in the early stages of education, no force or skill will be
able to compensate for the errors made in junior grades of primary school.
Learning Disabilities and Difficulties in Adoption of Mathematics
and Language Content
Learning difficulties are not a group of individual disabilities; instead, they in-
clude all difficulties related to reading, language or mathematics. They may
occur in students who, despite possessing average or above average intel-
lectual abilities, exhibit significant problems in adopting basic school skills,
such as reading, writing and calculus (Silver and Hagin 2002). These individ-
ual types of difficulties often occur together either with a deficit of social skills
or emotional and behavioural disorders (Lyion 1996; Silver and Hagin 2002;
396
