їх використання на різних етапах процесу навчання. Описано експериментально перевірену методику використання сервісу LearningApps на уроках математики в 2-му класі.Ключові слова: інформаційно-комунікаційні технології; цифрове покоління; когнітивні процеси; методика навчання математики; LearningApps; інтерактивні вправи; результати навчання.

The article is devoted to the research of the issue of using online services LearningApps, Google Classroom, Classtime, Classdojo for organizing distance learning of mathematics in primary school. According to the results of the scientific literature analysis, which are confirmed by the data of 'teachers' questionnaires, these services are the most common among primary school teachers in Ukraine. At the same time, working in these online services requires from the teacher a certain level of ICT competence, knowledge and the ability to apply algorithms for creating interactive exercises in individual templates and in certain services. Based on the analysis of the possibilities of these services for the creation of different types of mathematical tasks, the authors developed a content module, the purpose of which is to train future primary school teachers for creating interactive exercises in mathematics. The paper presents the results of experimental work with students majoring in 013 'Primary Education' of the South Ukrainian National Pedagogical University named after K.D. Ushynsky (Odesa, Ukraine) and Izmail State University of Humanities (Izmail, Ukraine). Having studied the module, 32% of students showed a high level, 49% -sufficient, 16% -intermediate, and only 3% low level of skills in working with the services LearningApps, Google Classroom, Classtime, Classdojo.

No abstract

The article is devoted to researching the problem of using ICT by primary school teachers in teaching mathematics, in particular during distance learning caused by the COVID-19 pandemic. The results of comparative analysis of the most common online services are presented in three categories: 1) services for creating a virtual classroom and interactive exercises and other educational content (LearningApps, Google Classroom, Classtime, and Classdojo); 2) services for organizing a distance lesson (Padlet); 3) services for conducting a distance lesson in the form of a conference (Zoom, Skype, Microsoft Teams). The generalized results of the online survey of Ukrainian primary school teachers on the use of these online services in mathematics lessons are presented. Furthermore, methodological recommendations for the use of selected online services are reflected in the developed e-course “Internet resources for creating mathematical learning and game content for primary schoolchildren”.

The article investigates the problem of future primary school teachers' training in using information technology (IT) in teaching mathematics and, in particular, in the aspect of the use of various online resources, online services for teachers, and other pedagogical software. The results of the diagnosis of conditions for future teachers' training for the introduction of IT at the mathematics lessons in primary school are analysed. The peculiarities of the digital generation of children are determined, and, based on this, the necessity of the introduction of IT in mathematics lessons is substantiated. Finally, the approaches to training for future teachers to create interactive exercises -in particular through the Learning Apps online service -are identified. K e y w o r d s: information technologies, training for future teachers, online services Learning Apps, interactive exercises