Digitalization of the economy is a key priority for Russia today, which makes the problem stated herein relevant. Personal motivations, values, mor-als, and ethics are of increasing importance. In this regard, project, flexible, and soft skills are coming to the fore; these include digital skills such as the ability to confidently, effectively, critically, and safely pick and apply in-formation and communication technologies in various aspects of life. Re-search and experimentation skills, being an integral part of engineering cul-ture and thinking, stay relevant, too. The purpose of the study is to prove the effectiveness of developing digi-tal competencies and engineering thinking in children and young people dur-ing the Digital Summer project, developed as part of a grant for conducting thematic sessions in advanced areas of discrete mathematics, informatics, and digital technologies. In the course of the study, effectiveness was assessed by mathematical processing of the results of questionnaires and surveys of session partici-pants. The results of the study allow concluding that it is possible to translate the experience gained into the system of working with children and youth.

The use of distance learning platforms, digital educational resources and mobile devices expand pedagogical arsenal. The subject of the study is teachers’ readiness to use mobile technologies in education, for the issue of motivation remains important. The purpose is to identify motivational factors and define mathematics students and teachers’ motivation level to use mobile technologies in teaching. The survey involved 74 people, of which 38 were bachelor students of Elabuga Institute of Kazan Federal University in the pedagogical direction (profile “Mathematics and Physics”) and 36 mathematics teachers of the Republic of Tatarstan. The author identified motivational factors characterizing mathematics teachers and students’ attitude to mobile learning and defined the degree of their relationship with the teaching staff readiness to use mobile technologies in teaching mathematics. The results of the survey confirmed the teachers and students’ high motivation to use mobile technologies in teaching mathematics. The calculation of the Spearman correlation coefficient allowed concluding that the level of motivation decreases with age, but the relationship is weak, insignificant. The results can be used to define the level of motivation and assess the motivational factor significance in the teaching staff training, retraining and advanced training in the field of mathematics mobile learning.

La experiencia del instituto Yelabuga de la Universidad Federal de Kazan (Volga) de la institución regional de educación superior se presenta en el artículo. Se revelan detalles específicos de la actividad de investigación y producción del profesor, agrupaciones educativas. A medida que se eligen los métodos de investigación: generalización de las mejores prácticas, observación de la actividad estudiantil, análisis de literatura científica, educativa y metódica, periódica, recursos de internet, planes de estudio, programas de trabajo, organización de experimentos y trabajos de laboratorio, implementación de proyectos de investigación en el campo del poder, el desarrollo y la transferencia de tecnologías. Los investigadores nacionales y extranjeros en el campo del poder, las capacitaciones, podrán hacer ideas más profundas del sistema de especialistas en capacitación de un perfil de poder durante su capacitación en EI K (V) FU y Alabuga SEZ, trabajar con jóvenes, estudiantes extranjeros y Niños excepcionales.

Statement of the problem. In the context of digitalization of education, the main prerequisite is creation of a digital educational environment that opens up new opportunities: learning at any convenient time, continuous education, the ability to design individual educational routes, transfer from digital resource consumers to digital resource creators. Various digital educational resources, distance learning platforms, cloud technologies, and the use of mobile devices help realize these opportunities. The pedagogical community is developing modern formats to introduce mobile devices into the educational process. Mobile technologies arouse students’ increased motivation and interest in learning, help expand the horizons of knowledge acquisition and build an individual learning roadmap – all this leads to the improved quality of education. Today we see the need to introduce mobile technologies into the educational process and at the same time we see insufficient knowledge about the didactic potential of using mobile devices and services in the learning process, as well as issues of training personnel for organizing mobile learning for schoolchildren. The purpose of the article is to determine the content and structure of future mathematics teachers’ preparedness to organize mobile learning for schoolchildren. Methodology (materials and methods) includes analysis and synthesis of the works of Russian and foreign researchers on the problem under study, as well as the experience of training teachers in the field of information and communication technologies. Research results. An essential prerequisite for the performance effectiveness is the person’s preparedness for its implementation. In this study, we examined the preparedness of future mathematics teachers to organize schoolchildren’s mobile learning as a personality education that has a systemic, complex structure and acts as a set of motivational, personal, theoretical, activity-related and reflective components. In the structure of the activity component, we identified three levels of preparedness of future mathematics teachers to organize schoolchildren’s mobile learning (basic, creative, and professional). Conclusion. The maturity of these components helps future teachers of mathematics to organize schoolchildren’ mobile learning in line with the requirements of modern education, thereby preparing the younger generation for study, life, and work in a dynamically changing world.

Born in the digital world, children cannot imagine life without mobile devices and technologies, which contributes to the transformation of the education system. Mobile devices allow getting information on the Internet anywhere and at any time, the methodology of teaching subjects changes accordingly, the educational process becomes interactive. Mobile technologies and devices have an effective didactic and methodological potential, which requires targeted training of future teachers for their use in teaching activities. The purpose of the paper is to theoretically substantiate and develop a model for forming the readiness of a future mathematics teacher to organise mobile learning for schoolchildren. To create a model of future teachers' readiness for mobile education of schoolchildren, system-activity, personality-oriented and analytical approaches were applied. Analysis and generalisation of the research results of domestic and foreign scientists on this problem are the main research methods, as well as conceptual and terminological analysis and pedagogical modelling. The paper substantiates the relevance and necessity of purposeful preparation of future mathematics teachers to organise mobile education of schoolchildren. The concept of mobile learning of schoolchildren is clarified, its main features are determined. The readiness of future mathematics teachers to organise mobile learning of schoolchildren is considered as a set of motivational, personal, theoretical, activity and reflexive components, which allowed us to systematise and model the process of training teachers for this activity. The model presented by the author, the main components of which are conceptual, content, activity and reflexive blocks, reflects the peculiarities of a future mathematics teacher's readiness for mobile learning of schoolchildren. The developed model will allow us to reach a higher level of training of mathematics teachers, providing personal and professional development of students.