The article analyzes the didactic possibilities of the MRT (Concrete-Pictorial-Impressive) approach in mathematics education in grades 5-6 of secondary schools. This approach, based on J. Bruner's theory of cognitive development, provides for a gradual transition of students from concrete-visual thinking to abstract-logical thinking[1]. Experimental results have shown that teaching based on the MRT approach significantly increases the effectiveness of students' mastery of mathematical concepts[2].