METHODOLOGICAL ASPECTS OF USING DIGITAL TECHNOLOGIES IN SCHOOLCHILDERNS’ INDEPENDENT LEARNING ACTIVITIES IN MATHEMATICS

Abstract

Summary The article investigates the problem of organizing students' independent learning activities in the process of teaching mathematics in the context of digitalization of education. The relevance of the study is due to the need to implement the competency-based approach and the provisions of the New Ukrainian School concept, which orient the educational process towards the formation of students' learning autonomy, ability for self-education, self-regulation and critical thinking. At the same time, the practice of teaching mathematics indicates insufficient methodological justification for the use of digital technologies in supporting students' independent activity. The aim of the article is to substantiate the methodological aspects of organizing students' independent learning activities in the process of teaching mathematics in a digital educational environment and to determine the didactic possibilities of using digital technologies for the development of students' mathematical competence and learning autonomy. The study used theoretical methods: analysis of psychological, pedagogical, methodological and scientific literature on the research problem, generalization of modern scientific approaches to the use of digital technologies in mathematics education. The theoretical modeling method was also used to develop a model of organizing students' independent work using ICT. The article identifies the didactic capabilities of digital technologies in the process of teaching mathematics: visualization of mathematical concepts, interactivity, individualization of learning, support for self control and reflection. The methodological aspects of using digital resources in independent activities of students are substantiated, in particular, structuring of educational activities, algorithmization of work, organization of research activities, differentiation of tasks and pedagogical support of independent learning. The possibilities of using GeoGebra, Desmos, LearningApps, Wordwall and Classtime in the process of teaching mathematics are highlighted. The scientific novelty lies in substantiating the model of organizing independent learning activities of students in mathematics in a digital educational environment, which includes motivational, content, activity, digital and reflective-evaluative components. It is proved that the effectiveness of using digital technologies depends on the pedagogically justified organization of independent activities of students. It is proposed to combine digital resources with research tasks, algorithmized instructions, interactive exercises and means of reflection and self-control. The use of digital technologies in the process of teaching mathematics contributes to the formation of mathematical competence, the development of educational autonomy, and research skills.