Introduction. The article substantiates the need to prepare future primary school teachers for the implementation of blended learning in primary school. Blended learning, as a modern innovative practice of primary general education, is perceived ambiguously by the pedagogical community, including in connection with the implementation in practice of various organizational forms of education. The purpose of the study is to determine the state of the problem of the readiness of a future teacher to use organizational forms in the process of teaching mathematics to younger students, taking into account various models of blended learning.

Materials and methods. The material of the study was the process of identifying the readiness of future primary school teachers to implement blended learning. In preparing the article, modern legal documentary sources and current scientific literature were analyzed. In order to obtain objective information, an experimental activity was organized: an anonymous survey of future primary school graduate teachers.

Results. The authors define the concept of readiness for the implementation of organizational forms of teaching mathematics in elementary school in conditions of blended learning and present a description of its main components. In order to identify the state of this readiness of the future primary school teacher, an anonymous survey of future primary school teachers of the bachelor's final courses was conducted. Based on the results of the study, the need for purposeful formation of the readiness of future primary school teachers for the use of organizational forms in the process of teaching mathematics to junior schoolchildren was revealed, taking into account various models of blended learning.

Discussion. The article states that future primary school teachers are interested in mastering the organizational support for teaching mathematics in primary school, taking into account various formats of blended learning. It is emphasized that the respondents have an idea about the phenomenon under consideration, but do not have practical skills in the field of application of blended learning techniques in the real educational process. The key factor in determining the organizational forms used is the purpose of training. There is a ranking of problems that arise in the process of applying blended learning formats. The problem of the adequacy of the means of modern educational systems of primary education to the peculiarities of the implementation of blended learning is posed.

Conclusion. The conclusion is formulated: to escape the problem, it is necessary to include in the content of the process of teaching students in various disciplines of a methodological nature the issues of implementing organizational forms of teaching mathematics in elementary school in conditions of blended learning. It is advisable to recommend the implementation of tasks on the topic under study in the process of implementing educational and production practices. An increase in the level of readiness can also be facilitated by conducting research projects as part of the implementation of term papers and final qualification works.

The authors presented the content of the components of the readiness of the future primary school teacher for the implementation of organizational forms of education in a blended learning environment;

The study determined the directions of increasing the level of competence in the implementation of organizational forms of education in primary school in conditions of blended learning.

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