Key factors in determining the purpose and tasks of using learning platforms in teaching mathematics students

Abstract

An analysis of recent publications by Ukrainian scholars indicates that the processes of integrating learning platforms into school and higher education are currently being actively researched. Ukrainian studies highlight the role of learning platforms in transforming the structure and logic of knowledge acquisition. The purpose of this article is to identify and substantiate the key factors that determine the purpose and tasks of using learning platforms in the teaching of mathematics students. The main purpose of using digital learning platforms is to improve the overall effectiveness of students' performance during the lesson, and the corresponding task is to enhance students’ understanding of the learning material. In other words, the teacher should use the available environment of the chosen learning platform to develop students’ subject-specific competence. The changing role of the teacher in a digital learning environment also requires rethinking instructional goals and methods. Four groups of key factors have been identified that determine the purpose, content, and tasks of using learning platforms in mathematics education: pedagogical-didactic — focusing on the development of mathematical competence and research activities; content-related — integration of dynamic visualizations, open-ended problems, and interdisciplinary connections; technical-organizational — ensuring accessibility, operational stability, and user support; methodological — teacher training, development of lesson scenarios, and systems of interactive assessment. Learning platforms in mathematics education can become not only a means of organizing instruction but also a powerful tool for developing students’ research, visual-analytical, and cognitive competencies.