Використання інформаційно-комунікаційних технологій в роботі вчителя математики: дипломна робота на здобуття ступеня вищої освіти «магістр»

Kovalenko V. L. “The Use of Information and Communication
Technologies in the Work of a Mathematics Teacher.” – Manuscript.
The master's thesis is devoted to the study of the theoretical and
methodological foundations of using information and communication technologies
(ICT) in the professional activity of a mathematics teacher under the conditions of
digital transformation of education. It is emphasized that the digitalization of the
educational process is one of the key directions of the implementation of the New
Ukrainian School Concept and contributes to the development of students’ digital
competence, critical thinking, creativity, and the ability to acquire knowledge
independently.
The paper defines the essence of the concept “information and
communication technologies in mathematics education” and outlines their role in
increasing the effectiveness of the educational process. The psychological and
pedagogical principles of ICT implementation are revealed, and the didactic
principles of their pedagogically appropriate use at different stages of the lesson
are substantiated. Scientific approaches to the classification of digital learning tools
are analyzed, and the functional capabilities of such instruments as GeoGebra,
Desmos, Moodle, LearningApps, Google Classroom, Kahoot, Quizizz,
WolframAlpha, and others are characterized.
Methodological recommendations have been developed for integrating ICT
into mathematics teaching practice, creating digital didactic materials, electronic
tests, interactive tasks, and visualizations of educational content. The pedagogical
conditions for the effective use of ICT in teachers’ work have been determined,
namely: the presence of a well-developed digital competence of the teacher, the
technological readiness of the educational institution, and the systematic and
purposeful implementation of technologies.
A pedagogical experiment was conducted, the results of which proved that
the use of ICT has a positive impact on learning motivation, increases the level of
understanding of mathematical concepts, and contributes to the development of
self-control skills, analytical thinking, and a creative approach to problem-solving.
In classes where digital resources were systematically used, an increase in
students’ academic performance and interest in mathematics was recorded.
The practical significance of the obtained results lies in the development of a
set of methodological recommendations and digital resources that can be used by
mathematics teachers in general secondary education institutions for organizing
lessons, implementing distance or blended learning, as well as for teachers’
professional development.
Keywords: information and communication technologies, digital
competence, mathematics education, interactive methods, distance learning, digital
resources, mathematics teacher.