Variability of didactic approaches in mathematics textbooks for primary grades in the context of implementing the New Ukrainian School concept

Abstract

The article examines certain aspects of implementing the principle of variability in primary mathematics education within the context of the New Ukrainian School (NUS) reform. In particular, variable didactic approaches are considered, which are implemented in current textbooks on the primary mathematics course of various authors (S. Skvortsovа and O. Onopriienko, O. His and I. Filiak, S. Lohachevskа and S. Tarnavskа, V. Bevz and D. Vasilievа, N. Budnа and M. Bedenko, T. Proshkuratovа and A. Parkhomenko, O. Korchevskа and M. Kozak, O. Ister, N. Lystopad, H. Lyshenko), created in accordance with the NUS concept. A comparative analysis of individual educational publications is conducted, taking into account the features of competency-based, activity-based, and personally oriented learning aimed at developing the mathematical and other key competencies of younger schoolchildren. The study substantiates the pedagogical feasibility of combining different didactic strategies in primary mathematics education. The purpose of the study: analysis of the variability of didactic approaches implemented in mathematics textbooks for primary grades of the New Ukrainian School. The following methods were used: analysis of scientific literature (to study the current state of scientific developments on the topic; to substantiate the theoretical basis of the study), content analysis of textbooks (to identify, compare, and systematize didactic approaches implemented in texts, illustrations, diagrams, tasks, and the structure of textbook materials), comparative analysis (to compare didactic approaches in different textbooks; to establish standard and distinctive features in their implementation), generalization and systematization (to organize the identified didactic approaches and present the results of the study). The conclusions emphasize that the existence of diverse didactic models enables teachers to adapt instruction to heterogeneous educational needs. Yet, the effectiveness of such variability largely depends on the teacherʼs ability to select and combine resources critically. Therefore, the success of variable didactic approaches in mathematics education is mediated not only by the quality of textbooks but also by the teacher’s methodological awareness and adaptive practices within the realities of the classroom.