THE ROLE OF INNOVATIVE APPROACHES IN MATHEMATICS EDUCATION AT THE PRIMARY SCHOOL LEVEL: PSYCHOLOGICAL PERSPECTIVES

Abstract

This article presents the psychological aspects of introducing and implementing innovative approaches in mathematics education at the primary school level. As the issue of anxiety and stress within the educational system (both among teachers and students) is becoming increasingly relevant and widely studied due to its deep consequences for overall mental and physical health, the article explores some of the main sources of stress and anxiety among students, with an emphasis on integrating innovative methods and techniques into pedagogical practice, such as robotics. Тhe research presented in this article involves 106 participants, 51 of whom are primary school teachers and 55 are students from pedagogical specialties. 86 of the participants are women and 20 are men. An interesting trend is the higher degree of acceptance of robotic applications among future teachers compared to practicing teachers. A similar difference is observed in attitudes regarding the impact of robotic applications on students' cognitive development. Future teachers are more likely to agree with the benefits of robotic applications on students' cognitive development. A larger percentage of future teachers believe that they will make mathematics more attractive, while only 17.6% of practicing teachers share this view. Future teachers demonstrate a higher degree of acceptance and optimism toward innovative technologies. Practicing teachers show more reservation, distrust, and uncertainty. Researching attitudes towards robotic applications in primary school mathematics education could contribute to expanding the understanding of the importance of this approach, which influences not only future academic achievements but also the overall psycho-social development of the individual.