Abstract
In today’s rapidly changing and developing world, society needs specialists have a system of knowledge, are aware of the unity of objects of knowledge, are ready to integrate them to solve problems and problems. Integration technology, one form of implementation of which is the application of integrated textual objectives, can be a way of developing cognitive learning activities and creating a holistic picture of the world. In domestic and foreign literature, you can find examples of such tasks, but there is no definition of this concept. Based on the definition of the text problem, an attempt was made to distinguish the types of text problems based on the principle of integration, as well as to explain the concept of “integrated text problem”. The examples in the article illustrate the differences between the two types selected: tasks with inter-object relationships and integrated text tasks. Their practical implementation in mathematics lessons will allow developing cognitive universal educational actions of primary school students.
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