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The article reveals the specifics of training future primary school teachers for the use of information technologies in mathematics lessons in the conditions of the NUS. The main motive included in the structure of the teacher's readiness to implement information technologies is the interest in teaching children using these technologies as an important didactic tool. The structural components of this readiness are his special and methodical knowledge, abilities and skills in the effective use of information technologies as a didactic tool of his professional activity. Information technologies allow the teacher to diversify the material at all stages of the mathematics lesson, to increase the motivation of students, their interest, and to promote a stronger assimilation of knowledge. The formation of the readiness of the future primary school teacher to use information technologies in mathematics lessons is carried out in stages: preparatory – at this stage, the primary interest in informatics is formed as a field of scientific knowledge and the subject of professional activity of the primary school teacher; the determining factor is the creation of motivation to use information technologies in primary school and the implementation of existing (initial) competencies in the process of professional pedagogical training; primary, which provides further deepening of interest in information technologies and the formation of special knowledge and skills of the future primary school teacher in this direction of his professional activity. At this stage, it is necessary to gain experience in solving the professional tasks of an elementary school teacher with the help of information technologies based on general professional content; basic - at this stage, the experience of solving professional tasks of an elementary school teacher with the help of information technologies during the study of mathematics is improved. We see the prospects for further scientific research in the substantiation of pedagogical conditions that contribute to the successful formation of the readiness of future primary school teachers to use information technologies in mathematics lessons.
Iryna Shevchuk (Fri,) studied this question.