MANAGEMENT MODEL OF PRIMARY SCHOOL STUDENTS’ LEARNING AND COGNITIVE ACTIVITY: FROM PRINCIPLES TO PRACTICE

Abstract

Introduction. The article presents a holistic model of pedagogical management of primary school students’ learning and cognitive activity in mathematics lessons, aligned with the competency-based requirements of the State Standard of Primary Education and the logic of continuous improvement of the educational process. Purpose. The aim of the study is to substantiate a systematically coherent and operationally reproducible matrix that integrates principles, functions, and tools of managing students’ learning and cognitive activity, thereby ensuring the transition from normative guidelines to teachers’ everyday practices. Methods. The methodological framework is grounded in the provisions of the theory of pedagogical management; approaches to formative assessment; principles of cognitive task design (cognitive load control, scaffolding and gradual withdrawal of support, use of multiple representations); as well as the development of students’ selfregulation and metacognitive skills. Results. The results encompass the detailed structure and mechanism of the proposed model. The model is structured across five managerial levels: motivational, cognitive-content, procedural-operational, socialcommunicative, and evaluative-reflective. Its implementation mechanism is represented by the cycle: analysis – planning – implementation – verification – adjustment. Within this cycle, the following functions are coherently performed: goal-setting and prognostic, design and planning, organizational and communicative, motivational and value-oriented, cognitive and didactic, informational and diagnostic, control and evaluation, regulatory and corrective, reflective, social partnership, resource and methodological, safety-related and ethical functions. For each level, measurable quality indicators are proposed separately for Grades 1–2 and Grades 3–4. The article describes the organizational conditions for implementing the proposed model in educational institutions (normative and goalsetting, staffing, didactic, resource-related, psychological and pedagogical, and partnership-based conditions). Originality.The scientific novelty lies in the operationalization of pedagogical management functions through measurable indicators and in transferring the organizational cycle to the lesson level, which makes managerial procedures transparent and reproducible. Conclusion. The article highlights the practical significance of the proposed model and outlines prospects for further research, which serve as the concluding statements. The practical significance is reflected in the possibility of using the model as a tool of school quality management for planning, monitoring, and targeted correction of mathematics learning in Grades 1–4. Prospects for further research include empirical verification of effect sizes in diverse contexts, psychometric validation of rubrics and indicators, development of digital tools for collecting evidence of learning, and adaptation of the model to other subjects and inclusive settings.