DISTRIBUTION OF ATTENTION IN THE PROCESS OF TEACHING MATHEMATICS

General education subjects, especially the process of learning mathematics, require maximum attention from both students and teachers. Understanding concepts, definitions, properties, theorems, and their proofs usually demands significant attention resources. The article presents the results of experiments confirming the negative impact of modern technologies. These findings prove that the presence of smartphones, short messages received through various platforms, and fragmented thinking caused by clip-based perception significantly reduce a person's free attention span and decrease alertness. The presence of smartphones in the classroom, both among teachers and students, leads to a substantial decline in their attention, which inevitably negatively affects the quality of a child's education. Every time a child picks up their phone, they lose at least 15 minutes on average, and it takes 23 minutes to fully refocus on the previous task. As a result, attention decreases while fatigue increases. It is also crucial for teachers to refrain from using phones during lessons, especially young teachers, who receive the most notifications in the first half of the day, coinciding with class time. Based on the above considerations, presenting additional materials in textbooks through QR codes also has negative consequences. This is especially true given that the information behind these QR codes is mainly of interest to students with above-average academic performance and those enthusiastic about mathematics.