{"id":99,"date":"2017-05-23T13:41:14","date_gmt":"2017-05-23T13:41:14","guid":{"rendered":"http:\/\/www.csppke.sk\/sk\/?p=99"},"modified":"2019-03-04T18:28:52","modified_gmt":"2019-03-04T18:28:52","slug":"dyskalkulia-porucha-matematiky","status":"publish","type":"post","link":"https:\/\/www.csppke.sk\/sk\/2017\/05\/23\/dyskalkulia-porucha-matematiky\/","title":{"rendered":"Dyskalk\u00falia &#8211; porucha matematiky"},"content":{"rendered":"<div id=\"dslc-theme-content\"><div id=\"dslc-theme-content-inner\"><p>\u201e<strong>Dyskalk\u00falia<\/strong> je \u0161pecifickou poruchou matematick\u00fdch schopnost\u00ed v zmysle neschopnosti operova\u0165 s \u010d\u00edseln\u00fdmi symbolmi\u201c (Michalov\u00e1, 2004, s. 23).<br \/>\nPod\u013ea L. Ko\u0161\u010da (1989, in: Michalov\u00e1, 2004, s. 23) ide o \u0161truktur\u00e1lnu poruchu matematick\u00fdch schopnost\u00ed, ktor\u00e1 m\u00e1 svoj p\u00f4vod v g\u00e9novom alebo perinat\u00e1lne podmienenom naru\u0161en\u00ed t\u00fdch parti\u00ed mozgu, ktor\u00e9 s\u00favisia s primeran\u00fdm anatomicko-fyziologick\u00fdm zren\u00edm matematick\u00fdch funkcii; nem\u00e1 v\u0161ak za n\u00e1sledok poruchu ment\u00e1lnych funkcii. Pr\u00edznaky dyskalk\u00falie s\u00fa ve\u013emi pestr\u00e9.<!--more--><br \/>\nJ. Nov\u00e1k (1997, in: Zelinkov\u00e1, 2003)<strong> rozli\u0161uje nasleduj\u00face typy dyskalk\u00falie:<\/strong><\/p>\n<ul>\n<li><strong>praktognostick\u00e1<\/strong> \u2013 die\u0165a m\u00e1 naru\u0161en\u00fa matematick\u00fa schopnos\u0165 manipul\u00e1cie s konkr\u00e9tnymi alebo nakreslen\u00fdmi symbolmi, zlyh\u00e1va schopnos\u0165 priradi\u0165 k nim \u010d\u00edslo v s\u00favislosti k zobrazen\u00e9mu mno\u017estvu. Postihnut\u00e1 m\u00f4\u017ee by\u0165 aj schopnos\u0165 zoradi\u0165 predmety pod\u013ea ve\u013ekost\u00ed alebo rozpozn\u00e1va\u0165 vz\u0165ahy viac \u2013 menej a pod,<br \/>\nverb\u00e1lna \u2013 porucha schopnosti slovne ozna\u010di\u0165 opera\u010dn\u00e9 znaky, viazne pochopenie matematickej terminol\u00f3gie v zmysle ur\u010dovania o &#8230;viac, o &#8230;menej, &#8230;kr\u00e1tviac\/menej; nezvl\u00e1da slovne ozna\u010dova\u0165 matematick\u00e9 \u00fakony, mno\u017estvo a po\u010det prvkov, odpo\u010d\u00edtava\u0165 \u010d\u00edseln\u00fd rad, nie je schopn\u00fd uk\u00e1za\u0165 konkr\u00e9tny po\u010det prstov, ozna\u010di\u0165 hodnotu nap\u00edsan\u00e9ho \u010d\u00edsla a pod.;<\/li>\n<li><strong>lexick\u00e1<\/strong> \u2013 neschopnos\u0165 \u010d\u00edta\u0165 matematick\u00e9 symboly (\u010d\u00edslice \u2013 12 \u010d\u00edta ako 21, matematick\u00e9 znaky \u2013 x \u010d\u00edta ako +), viacmiestne \u010d\u00edsla (hlavne s nulou uprostred), tvarovo-podobn\u00e9 \u010d\u00edsla a pod.;<br \/>\ngrafick\u00e1 \u2013 naru\u0161en\u00e1 je schopnos\u0165 p\u00edsa\u0165 numerick\u00e9 znaky, \u017eiak sa nevie vyrovna\u0165 s pr\u00edslu\u0161n\u00fdm grafick\u00fdm priestorom (jedinec nie je schopn\u00fd p\u00edsa\u0165 \u010d\u00edslice formou dikt\u00e1tu, prepisova\u0165 ich, m\u00e1 probl\u00e9m s opisovan\u00edm viacmiestnych \u010d\u00edslic, p\u00ed\u0161e ich v opa\u010dnom porad\u00ed, zab\u00fada p\u00edsa\u0165 nulu, \u010d\u00edsla s\u00fa neprimerane ve\u013ek\u00e9), probl\u00e9m je aj v geometrii a pod,<\/li>\n<li><strong>operacion\u00e1lna<\/strong> \u2013 naru\u0161en\u00e1 je schopnos\u0165 vykon\u00e1va\u0165 matematick\u00e9 oper\u00e1cie (s\u010d\u00edtanie, od\u010d\u00edtanie, n\u00e1sobenie, delenie), jednotliv\u00e9 oper\u00e1cie zmie\u0148a, nahr\u00e1dza zlo\u017eitej\u0161ie jednoduch\u0161\u00edmi, p\u00edsomne rie\u0161i i ve\u013emi \u013eahk\u00e9 \u00falohy a pod,<\/li>\n<li><strong>ideognostick\u00e1<\/strong> \u2013 ide o poruchu v porozumen\u00ed matematick\u00fdch pojmov a vz\u0165ahov medzi nimi (nech\u00e1pe vz\u0165ahy v matematick\u00fdch rad\u00e1ch, kde m\u00e1 pochopi\u0165 vz\u0165ahy a \u010falej v nich pokra\u010dova\u0165 ako napr. 5, 10, 15&#8230; alebo nech\u00e1pe, \u017ee napr\u00edklad 9 je tie\u017e 10-1, 3&#215;3 alebo polovica z 18), v porozumen\u00ed \u010d\u00edsla ako pojmu, nedok\u00e1\u017ee r\u00e1ta\u0165 s pam\u00e4ti pr\u00edklady, ktor\u00e9 by mu nemali robi\u0165 probl\u00e9m vzh\u013eadom k intelektu a dosiahnut\u00e9mu fyzick\u00e9mu a ment\u00e1lnemu veku.<\/li>\n<\/ul>\n<p>Ve\u013emi pr\u00edsne odli\u0161uje L. Ko\u0161\u010d (1987) pr\u00ed\u010diny ne\u00faspechu. Domnieva sa, \u017ee naj\u010dastej\u0161ou pr\u00ed\u010dinou nie s\u00fa poruchy matematick\u00fdch schopnost\u00ed, ale zanedbanie vedomost\u00ed, hlavne v ni\u017e\u0161\u00edch ro\u010dn\u00edkoch.<br \/>\nJ. Nov\u00e1k (2004) rozde\u013euje poruchy matematiky a naru\u0161en\u00ed matematick\u00fdch schopnost\u00ed a popisuje ich prejavy vo v\u00fdukovej oblasti:<\/p>\n<ul>\n<li><strong>kalkulast\u00e9nia<\/strong> \u2013 predstavuje mierne naru\u0161enie matematick\u00fdch vedomost\u00ed a zru\u010dnost\u00ed podmienen\u00e9 nevhodnou alebo nedostato\u010dnou stimul\u00e1ciou zo strany \u0161koly, rodiny alebo soci\u00e1lnou depriv\u00e1ciou jedinca, pri\u010dom rozumov\u00e9 aj matematick\u00e9 schopnosti vykazuj\u00fa norm\u00e1lnu \u00farove\u0148 aj \u0161trukt\u00faru,<br \/>\n<strong>hypokalk\u00falia<\/strong> \u2013 ne\u0161pecifick\u00e1 porucha rozvoja z\u00e1kladn\u00fdch matematick\u00fdch zru\u010dnost\u00ed podmienen\u00e1 nerovnomernou skladbou matematick\u00fdch schopnost\u00ed a mierne zn\u00ed\u017eenou \u00farov\u0148ou v\u0161eobecn\u00fdch rozumov\u00fdch schopnost\u00ed do p\u00e1sma podpriemeru alebo na dolnej hranici priemeru,<\/li>\n<li><strong>oligokalk\u00falia<\/strong> \u2013 predstavuje naru\u0161enie rozvoja z\u00e1kladn\u00fdch matematick\u00fdch zru\u010dnost\u00ed podmienen\u00e9 naru\u0161en\u00edm \u0161trukt\u00fary matematick\u00fdch schopnost\u00ed a ich v\u00fdrazn\u00fdm zn\u00ed\u017een\u00edm do p\u00e1sma retard\u00e1cie pri celkovo n\u00edzkej \u00farovni v\u0161eobecn\u00fdch rozumov\u00fdch schopnost\u00ed,<br \/>\nv\u00fdvojov\u00e1 dyskalk\u00falia \u2013 je \u0161pecifick\u00e1 porucha v matematike. Prejavuje sa \u0161irok\u00fdm spektrom ve\u013emi r\u00f4znorod\u00fdch v\u00fdrazn\u00fdch probl\u00e9mov v matematike. D\u00f4le\u017eit\u00fdm faktom je, \u017ee dyskalkulick\u00e9 probl\u00e9my zasahuj\u00face z\u00e1kladn\u00e9 matematick\u00e9 zru\u010dnosti (aj tie najjednoduch\u0161ie) nie s\u00fa zavinen\u00e9 nedostato\u010dn\u00fdm alebo zn\u00ed\u017een\u00fdm nadan\u00edm die\u0165a\u0165a. Rozdelenie v\u00fdvojov\u00fdch dyskalk\u00falii, so zrete\u013eom na v\u00fdvojov\u00e9 obdobia die\u0165a\u0165a, re\u0161pektuje prirodzen\u00fd rozvoj nie len v\u0161eobecn\u00fdch rozumov\u00fdch, ale aj \u0161peci\u00e1lnych matematick\u00fdch schopnost\u00ed. V oblasti matematiky to m\u00f4\u017eeme charakterizova\u0165 n\u00e1slednou v\u00fdvojovou postupnos\u0165ou: najsk\u00f4r die\u0165a vn\u00edma a manipuluje \u2013 pomenov\u00e1va \u2013 \u010d\u00edta \u2013 zapisuje \u2013 prev\u00e1dza matematick\u00e9 oper\u00e1cie \u2013 usudzuje na postup jednotliv\u00fdch krokov v rie\u0161en\u00ed \u00falohy. Kategoriz\u00e1cia probl\u00e9mov v matematike s oh\u013eadom na v\u00fdvojov\u00e9 h\u013eadisko umo\u017e\u0148uje v\u010dasn\u00e9 podchytenie potencion\u00e1lnych probl\u00e9mov\u00fdch po\u010dt\u00e1rov a poskytuje ich preh\u013eadn\u00e9 \u010dlenenie v\u017edy so zrete\u013eom na skupinu preva\u017euj\u00facich probl\u00e9mov. Niektor\u00e9 typy <strong>dyskalk\u00fali\u00ed<\/strong> sa m\u00f4\u017eu vyskytn\u00fa\u0165 aj v kombin\u00e1cii s in\u00fdmi poruchami u\u010denia;<\/li>\n<li><strong>akalk\u00falia<\/strong> \u2013 je \u00fapln\u00e1 alebo \u010diasto\u010dn\u00e1 neschopnos\u0165 zvl\u00e1da\u0165 jednoduch\u00e9 matematick\u00e9 zru\u010dnosti napriek tomu, \u017ee predt\u00fdm boli primerane rozvinut\u00e9. Naj\u010dastej\u0161ie sa vyskytuje po \u0165a\u017ekom po\u0161koden\u00ed (\u00faraze) mozgu.<\/li>\n<\/ul>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>\u201eDyskalk\u00falia je \u0161pecifickou poruchou matematick\u00fdch schopnost\u00ed v zmysle neschopnosti operova\u0165 s \u010d\u00edseln\u00fdmi symbolmi\u201c (Michalov\u00e1, 2004, s. 23). Pod\u013ea L. Ko\u0161\u010da (1989, in: Michalov\u00e1, 2004, s. 23) ide o \u0161truktur\u00e1lnu poruchu matematick\u00fdch schopnost\u00ed, ktor\u00e1 m\u00e1 svoj p\u00f4vod v g\u00e9novom alebo perinat\u00e1lne podmienenom naru\u0161en\u00ed t\u00fdch parti\u00ed mozgu, ktor\u00e9 s\u00favisia s primeran\u00fdm anatomicko-fyziologick\u00fdm zren\u00edm matematick\u00fdch funkcii; nem\u00e1 v\u0161ak<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-99","post","type-post","status-publish","format-standard","hentry","category-informacie-o-poruchach"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/99","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/comments?post=99"}],"version-history":[{"count":5,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/99\/revisions"}],"predecessor-version":[{"id":1122,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/99\/revisions\/1122"}],"wp:attachment":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/media?parent=99"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/categories?post=99"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/tags?post=99"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}