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Метою статті є ретроспективний аналіз розвитку прикладної спрямованості навчання математики в школах України. Для досягнення поставленої мети використовувалися такі теоретичні методи дослідження, як аналіз науково-методичної літератури різних історичних періодів; узагальнення, систематизація, порівняльний і системний аналіз результатів. Установлено, що на різних стадіях розвитку системи математичної освіти зберігається стійкий інтерес до проблеми зв'язку курсу математики з практикою, проте цілі і зміст предмету математики змінюється в залежності від домінувальних у суспільстві уявлень про місце і роль математики в системі національних цінностей у певний історичний період розвитку. Практичне значення даного дослідження полягає в тому, що для успішної реалізації прикладної спрямованості навчання математики дуже важливим є процес вивчення попереднього досвіду, пов'язаного з певними її аспектами. ; The purpose of the article is a retrospective analysis of the development of applied mathematics teaching in Ukrainian schools. To achieve this goal, the following theoretical research methods were used: analysis of scientific and methodological literature of different historical periods; generalization, systematization, comparative and systematic analysis of results. It is established that at different stages of development of the mathematical education system there is a persistent interest in the problem of linking the course of mathematics with practice, but the purpose and content of the subject of mathematics varies depending on the dominant in society ideas about the place and role of mathematics in the system of national values in a certain historical period of development. For example, in Cossack times, in Cossack schools, mathematics was used to produce many types of Cossack weapons and military transport. Later, in Soviet times, the development of Ukrainian mathematical education took place against the backdrop of Soviet revolutionary views. In the early twentieth century Mathematics was completely dissolved in social work. The tasks of that period were more like certain instructions for performing specific life exercises. Subsequently, in the mathematical education began to dominate the "principle of polytechnism", which involved the connection of mathematics with production and developing students' ability to use the acquired mathematical knowledge to build a communist society. But in the late 70s of the twentieth century, there was a shift in emphasis and along with the ideas began to actively develop the problem of implementing the applied orientation of the mathematics course. The recent history of the applied orientation of mathematics teaching of fundamental changes has come closer to our times. Since 2012, the content of mathematics teaching was based on a competence approach, and in 2016, Ukraine began reforming the education system and implementation of the New Ukrainian School, the key features of which are the pedagogy of partnership, readiness for technological and procedural innovations, new learning standards, connected with life. Thus, having passed the path from the era of Kievan Rus to the present day, the applied orientation of mathematics education has transformed into the process of developing a new system of mathematical education, which is organically combined with the introduction of STEM-learning and implementation of completely innovative approaches to the organization of the educational process. The practical value of this study is that the process of learning from previous experiences related to certain aspects of it is very important for the successful implementation of the applied focus of mathematics teaching.