This article presents the state of organization of lessons based on an integrative approach for primary school students, the level of learning, and research conducted by scientists, and presents conclusions and recommendations based on scientific evidence. This annotation sheds light on the current state of organization of lessons based on an integrative approach for primary school students from a scientific and pedagogical perspective. In the modern educational process, an integrative approach plays an important role in ensuring interdisciplinary continuity, forming a holistic picture of the world in students, and comprehensively developing their knowledge, skills, and competencies. The study analyzes the content, methods and organizational forms of lessons based on the integration of the mother tongue, mathematics, natural sciences and reading in primary grades. Also, the level of training of teachers in organizing integrative lessons in practice, methodological support, and the use of interactive methods in the lesson process are studied. The results show that lessons organized on the basis of an integrative approach increase students' interest in knowledge, develop logical and critical thinking, and form the ability to connect knowledge with life. The abstract also provides existing problems and recommendations for their elimination, justifying the pedagogical importance of an integrative approach in increasing the effectiveness of primary education.

Mathematics, education, upbringing

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