INFORMATION AND COMMUNICATION SYSTEMS AND SERVICES IN THE FORMATION OF STUDENTS’ MATHEMATICAL COMPETENCE

The paper highlights the issue of low student motivation in mathematics when using traditional teaching methods, which necessitates the implementation of innovative approaches, particularly electronic educational resources (EERs) and gamification. The relevance of the research is caused by global challenges, such as the COVID-19 pandemic and the wartime conditions in Ukraine, which have accelerated the transition to distance and blended learning formats. The purpose of the article is to examine the didactic potential of information and communication technologies (ICT ) in improving the quality of mathematics education, to systematize the types of EERs, and to identify effective methodological approaches for their use in secondary school. The article summarizes the findings of academic literature on the theoretical foundations of gamification, the implementation of didactic games and the creation of an electronic learning environment. It discusses the benefits of using ICT, including interactivity, personalization, adaptability, accessibility, and the ability to visualize complex mathematical concepts. A comparative analysis of modern educational platforms such as GeoGebra, Desmos, Wolfram Alpha, Mangahigh, Mathigon Polypad, LearningApps, Quizizz, PhET is provided, with emphasis on their didactic value. A functional classification of EERs based on the type of educational activity (hypertextual, reference-based, modeling, demonstrative, training tools, and knowledge assessment systems) is proposed. This classification allows educators to select resources purposefully according to educational goals. Particular focus is paid to the role of the teacher in the process of using and integrating ICT, his or her ability to adapt electronic resources to the level of students’ readiness, and provide pedagogical support and feedback. The article concludes with the necessity of a comprehensive approach to implementing ICT in the educational process, taking into account didactic principles, students’ individual learning paths, and the conditions of blended learning. Prospects for further research in optimizing the use of EERs in mathematics teaching are outlined, in particular through the development of integrated digital courses and improvement of pedagogical strategies in the context of digital transformation of education.