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
technologies;
2) development
of
includes
positive
information
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).