ORGANIZATION OF A HEALTH-PRESERVING EDUCATIONAL ENVIRONMENT IN MATHEMATICS LESSONS IN PRIMARY SCHOOL

Abstract

Introduction. The problem of organizing a health-preserving educational environment in mathematics lessons in primary school is of particular relevance in the context of implementing the New Ukrainian School concept. Although mathematics is traditionally viewed as a subject with a strong cognitive focus, it has considerable potential for integrating health-preserving technologies that support the physical, mental, and social well-being of students. Purpose. The purpose of the article is to substantiate the theoretical and methodological foundations of organizing a health-preserving educational environment in mathematics lessons in primary school and to identify effective strategies for fostering students’ value-based attitudes toward their own health and sustainable healthy lifestyle habits. Methods. The study employed a set of theoretical methods, including analysis, synthesis, comparison, and generalization of scientific sources in pedagogy and health education, as well as an examination of normative documents regulating the development of education in Ukraine. Empirical methods included observation of students’ behavior and interaction during mathematics lessons, as well as pedagogical experiments with the introduction of movement-based and interactive activities. Results. The findings demonstrate that integrating short physical activity breaks with mathematical content, movement games, and interactive teaching methods into mathematics lessons significantly increases students’ cognitive engagement, attention, logical thinking, and motivation to learn. Examples of such activities include rhythmic exercises based on counting, role-play tasks connected with mathematical operations, and interactive methods such as Brainstorming, Microphone, group work, and quizzes. These practices not only enhance learning outcomes but also contribute to the formation of sustainable healthy habits, prevention of fatigue, and the creation of a positive emotional climate in the classroom. Originality. The research highlights the innovative potential of mathematics lessons as a platform for implementing health-preserving strategies in primary school. Unlike traditional approaches that view health education as an additional or separate component of the curriculum, this study emphasizes the integration of health-preserving elements directly into subject learning. This approach broadens the pedagogical function of mathematics, transforming it into a tool for both cognitive development and the promotion of students’ holistic well-being. Conclusion. The integration of health-preserving technologies into mathematics lessons enables teachers to balance cognitive and physical activities, optimize learning loads, and create favorable conditions for students’ overall development. The study concludes that mathematics lessons, when organized with health-preserving elements, can serve as an effective means of ensuring academic success, promoting healthy lifestyle habits, and fostering key competencies required by contemporary primary education.