Proper use of teaching aids contributes to the optimization of mathematics teaching, the development of a puple’s creative personality. The feasibility of using a microcalculator at different stages of a math lesson is due to economic, ergonomic, psychological, and other factors. The above fragments of the math lessons demonstrate the practical implementation of the main directions of the use of microcalculator in the math lessons from point of view of methodological feasibility, didactic effect, developing the potential of this learning tool. Within the framework of this study, purposeful work was carried out to form the necessary components of the methodological competence of students - future mathematics teachers in the process of vocational training. The results of pedagogical observations and pedagogical practice of students indicate the effectiveness of the work done. It is necessary to carry out purposeful work with students - future teachers of mathematics in the formation of appropriate components of methodological competence, which is manifested in their understanding of the importance of using the microcalculator at different stages of the mathematics lesson; psychological readiness to carry out the specified work; possession of a complex knowledge of the basics and principles, skills and acquired skills of using the calculator in the lessons of mathematics; analyzing your own and best practices in using BIT in mathematics teaching, including the use of a microcalculator. The prospect of further research in this direction is to develop methods for preparing and conducting integrated lessons using a microcalculator.