The article is dedicated to studying the effectiveness of using the digital platform Classtime in mathematics education and developing a methodological toolkit for teachers. The purpose of the study is to identify ways to integrate the platform into the educational process, contributing to increased student motivation, cognitive activity, and the development of key competencies. The research employed methods of analysis, synthesis, comparison, and generalization, which allowed for an assessment of the platform's impact on the quality of the educational process. Empirical methods were also applied to analyze the real experience of using Classtime in school environments. The findings of the study demonstrate that using the platform positively influences student activity, stimulates independent thinking, and fosters collaboration and initiative. Gamification, implemented through team games, enhances students' emotional engagement and promotes social interaction. Interactive tasks and formative assessment provide teachers with the ability to monitor student progress in real time, which is particularly crucial under the challenging conditions of martial law in Ukraine. The proposed methodological toolkit includes interactive tasks, team games, and assessment tools, enabling mathematics lessons to be modern, effective, and accessible. The scientific novelty of the work lies in the comprehensive analysis of Classtime’s use in mathematics education under the social and educational challenges posed by martial law. The practical significance of the findings is the applicability of the proposed approach in both the work of mathematics teachers and the training of future educators. The use of Classtime ensures interactivity, flexibility, and high-quality education, meeting the contemporary needs of the educational process.