Inspired by the idea of Freudenthal's didactical phenomenology, an integrated course of (didactics of) mathematics for primary school teachers is sketched. Based on history of mathematics and education, mathematics as science and psychology, didactical analysis of the subject matter is considered as the core of such a course. Only upon this analysis a proper shaping of didactical transposition of the subject matter is possible which would be, then, widely understood by teachers. A particularly controversial theme---basics of mathematical logic in school is also discussed. A way of elaboration spanning the current contents of school mathematics is suggested, going by interpretation and without the use of truth tables.