Abstract
This article investigates factors influencing mathematics teaching under conditions of digital transformation in education. The purpose of the study is to identify the characteristics of implementing digital solutions in mathematics education, teachers’ perceptions of their use, and the factors limiting their integration. The study employed a mixedmethods design combining quantitative and qualitative approaches. Empirical data were collected through an online survey involving 63 mathematics teachers from educational institutions in Kyzylorda city. Data collection was conducted between February and April 2024. Descriptive statistical methods were applied, including calculation of absolute and relative indicators. The findings indicate that the implementation of digital solutions in mathematics education is constrained primarily by technical and methodological barriers. Specifically, 77.8% of respondents identified insufficient access to specialized technical devices as the main limiting factor, while 47.6% reported unstable internet connectivity as an obstacle to the consistent use of digital tools. Resource alignment with subject content, language of instruction, and teachers’ time expenditure were also identified as significant factors. The scientific novelty of the study lies in systematizing factors affecting the implementation of digital solutions in mathematics teaching and interpreting them within the context of subject-specific education. The practical significance is associated with the development of digital educational resources and teacher professional development programs.