The aim of this research was to examine the influence of differentiated tasks on the development of logical-combinatorial thinking abilities of the first grade of primary school students, using the experimental-research method. The research was conducted on the sample (N=60) chosen from the population of first-grade students of primary school "Nikola Tesla" in Novi Sad. Obtained research results showed the high influence of differentiated mathematical problems on students' logical-combinatorial thinking and functional knowledge in elementary mathematics education. The results' practical implication mirrors the possibility of their application in the domain of the improvement of students' cognitive abilities and functional knowledge from the very beginning of the educational journey.