Virtual excursion as a modern form of organizing the educational process in primary school during the study of mathematics

The article addresses the pressing issue of finding effective tools to ensure the quality of education under martial law in Ukraine, particularly in primary schools. One such innovative tool is identified as virtual excursions, which are a component of museum pedagogy. The emphasis is placed on the potential of the virtual museum environment in the context of developing mathematical competence in young learners. The feasibility of using virtual excursions in mathematics lessons is substantiated as a means of enhancing students’ engagement, stimulating cognitive activity, and integrating knowledge. Within the framework of the study, the authors present a pedagogical model of a virtual excursion to a Mathematics Museum, providing a detailed description of its structure and content. The stages of organizing an interactive journey are revealed – from the historical and cultural context of mathematics to math-related jokes, problems, and facts that combine education and entertainment. The article provides examples of tasks and interactive activities aimed at developing logical thinking, analytical skills, and interdisciplinary connections. Attention is paid to the technological aspects of creating virtual excursions and the classification of their types based on content and technical characteristics. Key methodological guidelines for implementing this tool in the educational process of primary school are outlined. The benefits of this approach are highlighted: emotional involvement of students, increased motivation to study mathematics, accessibility of information, inclusiveness, and the development of digital literacy. The authors emphasize that virtual excursions allow students not only to acquire new subject-specific knowledge but also to engage actively in the formation of cognitive and regulatory learning actions. This contributes to the development of skills in independent research, analytical thinking, and reflection. Ultimately, the use of virtual excursions in the learning process makes it more effective, inclusive, and facilitates better material retention while also increasing interest in the subject by immersing students in topics that may otherwise seem abstract or complex. The conclusion substantiates that virtual excursions are a relevant and innovative means of implementing an activity-based approach in the context of blended or distance learning. The prospects for further research lie in studying the impact of virtual excursions on the development of mathematical and other key competencies among primary school students, adapting museum content to the needs of children with special educational needs, and developing methodological recommendations for teachers.