Interaction of students and teachers with the modern interactive educational services in the learning and teaching Mathematics in K5-6

Modern challenges facing the education system (digitalization, combination of online and offline learning) necessitate a profound reformatting of the education process that involves teaching Mathematics. A Mathematics teacher is forced to change the formats of education combining the traditionally established content with the new opportunities provided by the modern educational environment, which is constantly and rapidly changing. Thus, there is a problem of rethinking the role of the educational environment in teaching Mathematics in secondary education schools, especially those of its components that provide broad and active interaction of students with each other, with the teacher, with the most modern educational environment. This rethinking should be done on the basis of the analysis of available data on existing practices. The article considers and analyzes the examples from educational practice to ensure the interaction of students and teachers with interactive educational services in teaching Mathematics pupils of grades 5-6. The manifestations of certain shortcomings that complicate the interaction between the participants of Mathematics educational process in the modern educational environment are revealed. The factors (objective and subjective), in particular related to the content and technological capabilities of the educational environment that hinder the interactive learning of Mathematics, are identified. The authors summarize the recommendations and reservations on the creation and use of certain interactive educational services, in particular, designed to create interactive videos and interactive worksheets in teaching Mathematics to pupils of grades 5-6. It is concluded that interactive educational services allow to create favorable conditions for active interaction of students, teachers and modern educational environment; they activate the processes of schoolchildren’s perception of educational information. They form new loops of pupils’ feedback with the teacher or with other pupils. The use of interactive educational services creates preferable conditions for pupils to acquire new knowledge independently, for the organization of mutual and self-learning, for the formation of cognitive interest in the learning Mathematics