ANALYSIS OF THE FEASIBILITY OF INTEGRATION OF INFORMATION RESOURCES INTO THE PROCESS OF TEACHING MATHEMATICS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

At a time of rapid development of information resources, which are actively becoming an integral part of distance and blended learning, teachers of secondary education institutions are looking for new methods and ways of implementing information technologies in teaching mathematics. This trend is becoming the object of scientific research and encourages the search for new resources, the study of their capabilities and specific purposes of use. There is a problem in finding and implementing technologies in the educational process, adapting to specific tasks and different levels of mastery of digital resources. This necessitates the need to systematize and analyze the capabilities, needs and scope of application of information resources in teaching mathematics. It is important to take into account motivational factors, since the use of modern digital technologies can significantly increase students’ interest in studying the subject. Interactive platforms, visualization of mathematical concepts, as well as the use of online platforms contribute to a deeper understanding of the educational material and the development of critical thinking in students, and provide an opportunity for independent learning, which is important for the development of students’ thinking. The relevance of the article lies in the study of the use of various types of information resources in mathematics lessons, their impact on the educational process in modern conditions. In this case, it is important to take into account the specifics of teaching mathematics at school, the feasibility of integrating resources into learning. Special attention requires an analysis of the effectiveness of the use of information resources by participants in the educational process. For this purpose, a survey was conducted among mathematics teachers and students of secondary education institutions, the purpose and intensity of use of the proposed categories of information resources, the adequacy of their implementation in the educational process, and, according to the respondents, their impact on the assimilation of knowledge were analyzed. In addition, the difficulties that teachers and students encounter when using digital resources in mathematics lessons were identified. The results obtained allow us to conclude that there is a need for further improvement of digital technologies in the educational environment.