Learning platforms as a means of developing mathematical competence in high school students

The article presents the results of a theoretical study of the pedagogical potential of educational platforms in the formation of mathematical competence of high school students. During the study, it was found that interactive visualization, dynamic modeling, adaptability of the learning environment, diagnostic testing and personalization of learning trajectories are key pedagogical capabilities of educational platforms that potentially contribute to the development of competence skills, and also create conditions for the effective use of the platform. The main of these conditions are the active direction of educational tasks, the problem-oriented nature of activity, the combination of individual and group work, the introduction of digital tools into the structure of the lesson and the actual methodological training of the teacher. During the work, the directions of the most appropriate application of educational platforms in teaching mathematics were determined, in particular, the organization of research activities, solving applied problems and supporting students' thinking and reflection. The scientific novelty of the study lies in the organization of the pedagogical potential of educational platforms in the context of the formation of mathematical competence of high school students, as well as in the theoretical substantiation of the conditions for their effective use. The results can serve as a basis for further empirical research and the development of methodological recommendations on the use of digital platforms in high school mathematics education