AN INTERDISCIPLINARY PROBLEM APPROACH IN TEACHING MATHEMATICAL CONTENT IN LOWER GRADES OF PRIMARY SCHOOL

Abstract

Searching for more sophisticated and efficient models of teaching in the lower grades of primary schools, scholars and practitioners in recent years give a particular importance to the integrative approach to programming due to the interdisciplinary aspect of the problems of everyday life that are discussed in this age group. Such an approach to teaching basic mathematics and class teaching in general is in line with modern trends that tend to achieve a comprehensive, multilateral and comprehensive approach to learning and emphasizes the connection and at the same time implementation of mathematical content with close, related parts of the content of other subjects, and with precise differentiation of specific tasks to specific mathematical content they want to accomplish. This modern classroom teaching model emphasizes the problem solving approach, suggesting that in implementation of teaching basic mathematics we should increasingly focus on the living conditions of students, and shape them into mathematical problems, which will be solved from different perspectives and in different ways. Effects of an interdisciplinary approach lies in building an integrated knowledge system, the changing role of the participants in the educational process in which students instead of learning abstract, insufficiently understandable program content, retain creative position in the process of acquiring knowledge, which is usually done through a story, play and exploration activities. In this way the children are offered meaningful, age appropriate,, experiential, authentic, and lifetime learning, which creates opportunities to integrate students' knowledge, skills and habits in a unique interdisciplinary unit that is undergoing constant transformation. This paper, together with the theoretical approach, gives one of possible models of integrative teaching of mathematical content in the second grade.