In this paper, authors point out the need and possibilities of integrating content from literature for children into the process of preschool mathematics education. On concrete examples of various forms of literature for children (picture book, poetic text, story, fairy tale, numerator) point out the role of these contents in the process of learning and building mathematical concepts in preschool mathematical education. The contents from literary for children are viewed as a starting point in the work on mathematical education activities whose role is to create a real-life context, which is close to the child, in which the child is accustomed, in which the child is motivated to participate, as content that excites curiosity and interest in learning of abstract mathematical concepts, and which visualizes mathematical concepts and helps crossing from concrete performances to abstract mathematical performances.

The main goal of this paper is to suggest possible models of integration of preschool mathematics and physical education in accordance with characteristics of children’s cognitive development in this period, goals and objectives of preschool education and specifics of these subject areas in working with preschool children. It was investigated “why it is necessary to integrate teaching content of these specific subjects”, the different integration models, similar goals and learning objectives were specified, as well as appropriate types of integration suitable for linking the content of these subjects. Through the complete integration of related goals, as well as by observing mathematics through physical education, and physical education through mathematics, various possibilities of integrating teaching materials of these subjects are presented through specific examples as well as the appropriate instructions for their design. Integration of these subject areas is useful because due to the abstract nature of mathematical concepts, physical education allows children to learn about, explore and use to apply key mathematical concepts and language from another angle.

This paper presents the results of the research on the level of achievement of course objectives in natural numbers teaching in the 4th grade of primary school using the taxonomic model designed for this research purposes. The taxonomic model consists of five levels: recognition, reproduction, comprehension, generalization and application, problem solving. It was aligned with Bloom’s taxonomy in the cognitive domain, and also with the requirements related to the assessment of students’ knowledge presented in the Primary School Mathematics curriculum. A descriptive method in its analytical and classification form was used, whereupon data were obtained on the degree of operationality and classification of learning objectives in terms of concretization, realization and possibility of verifying whether the objectives can be achieved. The survey was conducted on a sample of 315 students of the 4th grade. The obtained results indicate that as the level of complexity based on the taxonomic model increases, the level of achievement of learning objectives regarding natural numbers in the 4th grade of the primary school decreases. Moreover, in the case of two learning objectives, students achieved all levels of complexity, while in the case of three learning objectives students reached the level of comprehension. When it comes to the remaining four learning objectives, they reached the level of reproduction, that is, they acquired only the basic knowledge that each student is supposed to gain at the end of the learning process. The obtained results can contribute to changes in the approaches to teaching contents in the following way: changes and innovation to the mathematics curriculum, identification and formulation of learning goals, evaluation of the level of achievement of learning objectives, more efficient individualization of the learning process, identification of criteria and standards for assessing students’ knowledge, acquiring a more permanent and better-quality knowledge, etc.

The paper presents the results of research on the achievements of the third and fourth grade of primary school students in relation to the requirements of the objectives and learning outcomes given in the Mathematics Curriculum for Primary School. In order to examine the achievements of students, i.e. the level of achievement of objectives about natural numbers, a taxonomic model of operationalization of the goal and objectives of teaching mathematics was used. The survey was conducted on a sample of 341 students of the third and 315 students of the fourth grade in three Primary Schools in the population of students of the third and fourth grades of primary schools in Pčinja District in Serbia. A descriptive method was used in all its variants: analytical, comparative and classification, and in accordance with that the analysis technique and testing of the content was applied. As an instrument, criterion-referenced tests were created for the purpose of research, which determined what and to what level of knowledge in terms of quality were the students acquired from what was planned. The obtained results indicate that the students did not achieve the most of objectives given in the Mathematics Curriculum, considering the quality of knowledge they include, which was determined on the basis of an analysis of the requirements of objectives and learning outcomes and in accordance with categories of knowledge of given taxonomic model. The results of this theoretical-empirical research can contribute to changes in the approach to teaching contents: in changing and innovating the mathematics curriculum, in presenting the content of the program; the operationalization of the goal and objectives; the quality of evaluating and assessing student achievement; validity and quality of tests of knowledge and skills, and others.

Сажетак: У раду су представљени резултати експерименталне провере утицаја проблемске наставе на ефикасност остваривања програмских задатака о једначинама у II и III разреду основне школе. У вези са тим, испитано је и постојање разлике у степену остварености програмских задатака о једначинама применом проблемске наставе с обзиром на образовни узраст ученика. У сагледавању ефикасности пошлo сe од таксономског модела операционализације циља и задатака наставе математике. Узорком је обухваћено 97 ученика II и III разреда основне школe, а добијени резултати указују на позитиван утицај проблемске наставе на степен остварености програмских задатака о једначинама на сваком од испитаних образовних узраста. Међутим, није пронађена статистички значајна разлика у успеху ученика различитих образовних узраста. Добијени резултати значајни су с аспекта иновирања и мењања организације наставног процеса у циљу побољшања квалитета наставе, ангажовања ученика и повећања свесне активности и мисаоне активизације у настави математике.