A set of conditions for the implementation of the didactic potential of information technologies in the mathematical development of school-age children

Abstract

The article examines the results of the purposeful selection, construction, and application of content elements and methods, as well as organizational forms of mathematical development of schoolchildren, on which the effectiveness of the implementation of the didactic potential of information technologies depends. The author dwells in detail, considering the conditions that influence the effective implementation of the didactic potential of information technologies in the mathematical development of schoolchildren: 1) programmatic and methodological support of the process of mathematical development, which includes information technologies; 2) development of positive motivation of schoolchildren for educational activities; 3) organization of practical activities, which increases the degree of subjectivity of the child in the performance of program tasks. The publication thoroughly describes various forms, methods, and means that can be used to implement the tasks set for the mathematical development of schoolchildren. Among the non-traditional forms of mathematical development of schoolchildren, the author notes the mathematical workshop, mathematical club, mathematical bureau and laboratory, quiz, оlympiad, and quest. Also, the study focused on three groups of methods for developing mathematical ideas: 1) methods for increasing cognitive activity: analysis (establishing cause-and-effect relationships); comparison; modeling and construction method; question method; repetition method; solving logical problems; experimentation and questioning; 2) methods for increasing emotional activity: games and imaginary situations; inventing fairy tales, stories, poems, riddles, etc.; dramatization games; surprise moments; elements of creativity and novelty; 3) methods for teaching and developing creativity: emotional saturation of the environment; motivating activity; research of objects and natural phenomena; forecasting; game techniques; experimentation; problem situations and tasks; unclear knowledge (guesses); and assumptions (hypotheses).

Key words: information and communication technologies; digital educational resources; didactic potential; interactive games; mathematical development of schoolchildren; interactive board.