The influence of homework in mathematics teaching on the independent activity of primary school pupils

Resumo

It is known that since the 2008–2009 academic year, subject curricula have been implemented in the primary grades of general education schools in the Republic of Azerbaijan. Up to the present, extensive methodological work has been carried out on textbooks, methodological materials and workbooks prepared on the basis of individual subject curricula. At the same time, certain decisions have been made regarding the implementation of new teaching standards, instructional strategies and assessment mechanisms. All these innovations require primary school teachers to gain new knowledge, skills and habits. As a result, the necessity has arisen to apply new teaching technologies in the process of mathematics education in primary classes. It is also known that, like other subjects, mathematics has its own specific features. Currently, the subject curriculum applied in primary mathematics teaching focuses on developing pupils’ independence, creativity and research abilities. Taking these features into account in the teaching process is very important and essential. It should be noted that the structure of the mathematics subject is organized in such a way that, during the teaching process, pupils’ flexibility of thought increases, cognitive activity becomes more intense and teachers, by giving proper guidance, ensure that pupils fully master mathematical knowledge. In primary mathematics education, a wide range of teaching methods are used. The main purpose of these methods is to engage every pupil in investigation, thinking and exploration. Another important goal is to cultivate pupils’ independence, logical reasoning and the ability to express their opinions on events as citizens with a correct and thoughtful attitude. Taking into account the research conducted by pedagogical and methodological scholars in previous years, we have set as our objective the study of the possibilities and way of organizing pupils’ independent work in primary mathematics education in accordance with the educational policy put forward by the independent State of Azerbaijan. A comprehensive analysis of the research works of the aforementioned authors revealed that the studies ensuring the independence of younger pupils do not fully correspond to the current requirements of the modern era. To achieve such alignment, it has become increasingly important to explore the development and application possibilities of new teaching methods. The objective of the subject curriculum implemented in primary mathematics education is not limited to delivering new knowledge through modern teaching methods but also to showing how to acquire this knowledge independently. Teaching mathematics in primary classes does not merely aim to enrich pupils’ memory with new knowledge but also to promote the regular development of their mathematical thinking, ensuring that they independently acquire and assimilate mathematical knowledge. Most importantly, it focuses on forming knowledge, skills, habits, personal qualities and abilities. As a result, pupils, with the guidance of the teacher, learn to identify cause-and-effect relationships, draw conclusions, conduct analyses and carry out significant and in-depth generalizations. The scientific novelty of the article lies in the fact that it presents a methodological system that enables pupils in primary grades to acquire knowledge independently, both in the comprehension of theoretical material and in creative application. This system contributes to improving the quality of teaching and demonstrates the ways of organizing pupils’ independent work during the educational process.

Dados da obra

Tipo

Artigo

Periódico

Bulletin of Postgraduate Education (Series, v. 34, n. 63, p. 256-271

Ano

2025 (2025-11-26)

Palavras-chave

homework; independent work; elementary school students; mathematics education; subject curriculum; teaching methods; mathematical thinking; creativity; research ability; logical reasoning; teaching standards; evaluation mechanisms; teacher professional development; cognitive activity; citizenship education; educational technology

Temas

Avaliação, Currículo, Formação de Professores de Matemática

DOI

10.58442/3041-1831-2025-34(63)-256-271

ISSN

2218-7650, 3041-1831, 3041-184X

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026