PEDAGOGICAL CONDITIONS FOR FORMING THE INFORMATION AND DIGITAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS IN THE PROCESS OF APPLYING GAMIFICATION TECHNOLOGY

Abstract

The article addresses the problem of forming the information and digital competence of future mathematics teachers through the use of gamification technology. The relevance of the study depends on the growing role of digital technologies in mathematics education and the contradictions between the requirements of educational standards for teachers’ digital competence and the actual practice of their professional training in higher education institutions. Effective use of digital tools in mathematics teaching requires not only technical skills, but also sustained motivation, critical analysis of digital content, reflection, and readiness for innovative activity. The purpose of the study is to substantiate and experimentally verify the pedagogical conditions for forming the information and digital competence of future mathematics teachers using gamification technology. Based on the analysis of the scientific and methodological literature, the following pedagogical conditions were identified: ensuring sustained motivation to use ICT; updating the content, forms, and methods of professional training through innovative approaches; and providing future mathematics teachers with experience in using ICT to organize the educational process and support professional self-development. An experimental verification conducted at higher education institutions in Ukraine demonstrated positive dynamics in the levels of information and digital competence of future mathematics teachers across all criteria. The results indicate that the systematic use of gamified digital tools enhances the motivational, operational, and research components of competence and promotes readiness for the pedagogically appropriate use of ICT in professional activities. The findings confirm the effectiveness of gamification technology in forming the information and digital competence of future mathematics teachers.