Features of Teaching Mathematics in Primary School of Digital Generation Children

Abstract

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.

E-learning & Artificial Intelligence

“…Obviously, the question of how the results of the survey of European teachers align with the results of the survey of Ukrainian teachers regarding the use of ICT in professional activities up to March 2020, before the pandemic, is of great interest. In the spring of 2019, we conducted a survey of primary school teachers (Skvortsova, Britskan, 2019). Based on the obtained results, we can state the following:…”

“…2. as for teachers' self-assessment of ICT proficiency, 15.5% of respondents considered themselves highly competent, 26.3% -good, 15.5% -average, 20.0% -insufficient, and 22.7% as having no ICT competence. It should be noted that these levels are based on self-assessments encompassing skills such as working with the file system, text editing, creating presentations, perform-ing calculations using Excel, processing graphic images, installing necessary software, working with e-mail, working with the Internet, creating websites, blogging and working in professional online services (Skvortsova, Britskan, 2019). In general, these results generally correlate with the results of the study (Terzieva, Paunova-Hubenova, Dimitrov, & Boneva, 2020) regarding the selfassessment of ICT competences among Bulgarian teachers.…”

“…In March 2020, we conducted the following survey of primary school teachers regarding the use of ICT in professional activities (Skvortsova, Ishchenko, Britskan, 2020).…”

“…In 2019, while 90% of teachers considered it appropriate to use educational games, 70% opted for multimedia presentations, 80% preferred interactive exercises, 70% found value in educational videos and audio recordings, 80% in educational programs, 60% in tests and quizzes. It is important to highlight that, despite their lower ICT competence, Ukrainian teachers still valued interactive games, but had mainly low level of ICT competence (Skvortsova, Britskan, 2019), then in February 2020, 84% of teachers indicated that they independently work on improving their ICT skills, and even before the introduction of distance learning, 20% of respondents used platforms for creating electronic magazines and diaries, only 24% -had experience of independent creation of educational and game content using Internet resources, and the most popular among teachers were online services LearningApps and Google Forms (Skvortsova, & Britskan, 2021). It is important that 98% of primary school teachers in Ukraine used ICT to conduct lessons even before the Covid-19 pandemic.…”

“…In conclusion, the results of surveys conducted in the pre-pandemic perioduntil March 2020, indicate that primary school teachers in Ukraine possess basic ICT knowledge and skills. However, many teachers lack the skills to work with online services for creating educational and game content (Skvortsova, Ishchenko, Britskan, 2020). Nevertheless, there is a clear understanding among these teachers of the role of ICT in improving the effectiveness of the educational process (Skvortsova, Britskan, 2019;Skvortsova, Ishchenko, Britskan, 2020;Skvortsova, Britskan, & Haievets, 2020).…”