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The paper examines the empirically verified effect (parallel group experiment) of the application of the software form of integration and individualization of teaching of natural and mathematical knowledge in relation to traditional teaching, for example, the teaching sub-themes Cultivated habitats and life communities, and Equations with addition, subtraction, multiplication and division in the set N (the natural numbers) and N0 (the natural numbers plus the neutral element 0). The sample consisted of 250 pupils aged 10 to 11 years: 125 in the experimental group and 125 in the control group. The data were processed by statistical procedures and displayed in textual and graphical ways. The statistical analysis of the data obtained from the research has been achieved by the SPSS 17.0 software package, wherein the arithmetic mean, standard deviation, a t-test. Statistical indicators have confirmed the assumptions that the software form of integration and individualization contributes to more efficient and easier acquiring of knowledge, raising the quality and quantity of students' knowledge and increasing the interest in studying content in the teaching of Knowledge of Nature and Mathematics, and as such points to a preferred model of teaching and learning.

Interdisciplinary approach in education attracts significant attention in the contemporary education due to its beneficial effect on teaching-learning process. It is noticed that interdisciplinary approach help students in developing knowledge, increases problem solving skills, supports self-confidence and passion for learning. In this work we explained interdisciplinary approach that was based on mathematics, as a school subject and materials science as a scientific discipline. The combination of the two disciplines is not usual, since materials science is not part of middle school curriculums, even though it is known as an interdisciplinary field that combines many aspects of science and provide results important for everyday life. Polymers, adhesives, coatings, rubbers, ceramics, solar cells are widely used in every day, but they are rarely explored in the classroom. The main reason is that problems in materials science are highly advanced, but with the careful planning there are many possibilities to make them understandable to students. In this work we selected different problems from the materials science field which could help students to develop their modeling competences, since many problems relate to the mathematics. The examples have been derived from the practice applied with students from 10 to 18 years. They illustrate connection of materials science to school mathematics in order to enrich educational process. Educational process benefits in many segments, from developing students' knowledge to promotion of scientific disciplines and jobs in the field of science. Examples show how authentic context support students' engagement and their learning become meaningful and purposeful. Also, we highlight the different perspectives explored during the interdisciplinary approach and stress development of critical thinking skills during researching across disciplinary boundaries. That increase transfer of student knowledge trough disciplines and give them wider prospective of knowledge that they gain in the regular lessons which lead to creativity and production of new ideas. Examples follow elements that are common for interdisciplinary approach of instructions recommended by Fink taxonomy for significant learning. Those elements are foundational knowledge which assume understanding ideas, application of skills, integration and connection of ideas, human dimension and caring, and learning how-to learn which is important for obtaining insight into process of learning. Those instructions are leading to meaningful and lasting experiences for students and fully illustrate importance of school mathematics in scientific disciplines such as materials science.

This work indicates the importance of mathematical modelling, which results in the adoption of mathematical concepts through development of problem-solving abilities and logical-mathematical thinking. Teaching methodology literature perceives mathematical modelling as a frame for learning mathematics within which other sciences and scopes of life are studied through mathematical contents. For preschool children, it is the world they live in, where each new situation represents a real natural problem. Mathematical modelling is another social experience and novelty in their lives. At an early age, modelling is a revealing activity that entails mathematisation of a real situation and creation of a model. This enables children to focus their attention on different types of presentation of the variable relations. This paper presents the research of preschool teachers' attitudes about values of mathematical modelling, its appropriateness for early childhood, and possible application in preschool mathematics learning. By using the questionnaire on the sample of 197 subjects, the obtained results confirm preschool teachers' positive attitude towards modelling, but also the insufficient knowledge about theoretical and practical trends related to this topic.

The education system in the Republic of Srpska is mainly focused on the implementation of the curriculum and the adoption of content standardized by the program. Therefore, it is very often criticized and opposed because its orientation does not touch the "living context" of students and the expectations of an informal environment. This is especially true in the field of mathematical primary education since the mathematics that is taught in school is not the one that students are interested in, which requires reflection and applications in a real-life context, as it is taught in an abstract and highly formalized level, which requires logical reasoning. Hence, there is the antipathy and a high level of dissatisfaction and insecurity, especially during task solving which are the aim and the means of learning in math.There is an unsatisfactory situation in the teaching of mathematics characterized by a multitude of negative evaluations and a large number of students who ask for "private lessons". This points us to re-examine all the parameters which have an impact on the results of mathematical education in primary schools, especially those that emphasize pupils who, according to the understanding of developmental psychology are in the center of the education system. To start with, it is urgent to point out the things which they are dissatisfied with in the teaching of mathematics and in a perspective that will adversely affect the development of mathematical literacy and mathematical competencies and then to their opinion, the teaching of mathematics in primary school could become more attractive and therefore more efficient. Accordingly, the empirical part of the work is organized in order to examine students' attitudes about the state of primary mathematics teaching and the factors that can contribute to better and more efficient teaching. By using the scaling technique on a sample of 157 students from the 8th and 9th grades of primary schools in Bijeljina, we came to the results that indicate almost unanimous dissatisfaction of students with the teaching mathematics, first of all, with outdated mode. The study contributed to the opening of the most important problems in primary mathematics teaching, and indicated the paths to which the theory and practice of teaching methodology of mathematics education in primary education and education itself should be developed.