Abstract
The development of mathematical thinking in the context of the intensive digital transformation of education is of particular importance, as it prepares students to solve complex problems, analyze data and apply logical reasoning in various fields. This study examines the didactic potential of digital technologies in the formation of mathematical thinking in the digital educational space. The research problem is determined by the contradictions between the possibilities of digital tools in improving mathematical education and the incomplete use of these resources by traditional teaching methods. In addition, adaptive learning systems supported by artificial intelligence allow students to automatically select tasks according to their cognitive characteristics and increase their interest in the learning process. The results of the study show that digital technologies not only improve problem-solving skills, but also develop creativity, critical thinking, and a deep understanding of mathematical structures. The study used an empirical research method. During the experiment, two groups were formed: an experimental group (students using digital technologies) and a control group (students studying the traditional method). The results of this study can be used to improve mathematics teaching methodologies, as well as to develop effective strategies for teachers to use digital tools. Research centers contribute to rethinking traditional learning models and creating a digital learning environment that provides students with the necessary competencies to successfully adapt to the knowledge economy of the future.