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.

This article deals with the use of digital educational content in mathematics teaching. The relevance of its use in distance and blended learning is important in a difficult epidemiological situation and in wartime, not only for the organisation of learning, but also for ensuring the quality of educational services. To this end, a questionnaire was developed and an online survey of 261 teachers from all regions of Ukraine was conducted. As a result of surveying teachers who teach mathematics in primary, basic, profiled schools, vocational and higher education, we found that 99.9% of them have experience in distance or blended learning, with 94.6% using digital educational content. In this regard, the question of which digital resources are the most popular among teachers, as well as at what level they use them -develop their own content or use ready-made content, is relevant. The article also explores teachers purposes for using digital content, their awareness, and their experience with such content. According to the analysis of teachers' responses, only 16.9% constantly create interactive assignments in various online services, and 70.9% do so occasionally. The results of the survey identified the most popular software packages for creating educational content; software for preparing presentations; tools for creating graphics and infographics; software for creating and editing videos; specialized mathematical packages and tools for studying mathematics; online services for test writing; services for creating interactive exercises, games, mental maps; online whiteboards; educational platforms. Teachers were also asked to assess their level of ICT-competence, and 68.2% of teachers in Ukraine considered it sufficient. At the same time, there is a trend towards the development of ICT competences through mastering new services, in particular, software for working with multimedia information, and for this purpose 79.2% of teachers need seminars, webinars and trainings.

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.

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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”.