Mathematical knowledge as a passing information or as a useful tool

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For several decades, mathematics classes in Slovenian elementary schools have focused too much on mechanical learning, neglecting the understanding of concepts and procedures. As a result, pupils often fail to see the usefulness of their knowledge, solving routine problems based on examples rather than engaging with the text of each task. They are also unaware of the real-life situations described in these tasks. The teaching methods do not align with current pedagogical and didactical findings, prioritizing abstract foundations over the students' prior experiences, which disrupts the connection between mathematics and the real world. The last curriculum update for elementary mathematics was in 2011, emphasizing that mathematics is a fundamental subject that supports various educational, informative, and pedagogical tasks while serving as a foundation for other sciences. It encourages diverse thinking, creativity, and practical applications of mathematical knowledge. Effective mathematics education should address not only the cognitive aspects of students but also their affective and psychomotor development, as the ultimate goal is to foster the comprehensive growth of each pupil.