Svetlana V. Geybuka – candidate of pedagogical Sciences, associate Professor of the Department of Algebra and Mathematical Analysis The Novosibirsk state pedagogical University (Russia, Novosibirsk), RSCI SPIN-code: 6520-5386, E-mail: geybukasv@mail.ru

Yuliya N. Kovshova – candidate of pedagogical Sciences, associate Professor оf the Department of Geometry and methods of teaching mathematics The Novosibirsk state  pedagogical University (Russia, Novosibirsk), RSCI SPIN-code: 4235-6750, E-mail: santulan@yandex.ru

Abstract. The article substantiates the relevance of the problem of optimizing use of distance and blended learning of students of pedagogical universities in the study of mathematics in modern conditions of informatization. The contradiction that drives to the necessity to solve this problem is formulated. The normative documents and scientific sources devoted to the general issues of distance and blended learning and their use for training of different categories of persons, requirements to the modern educational process and to the modern teacher, the study of the attitude to distance learning are analyzed. The subject of the research is the process of distance and blended learning mathematics. The purpose of the research is formulated: on the basis of theoretical, methodological and methodological-technological bases of information and communications technologies use in the learning process, to determine the range of tasks of optimization of the learning process using distance and blended learning mathematics by the students of pedagogical universities and to offer possible solutions. The tasks, scientific innovation, methods and pedagogical technologies used in the research process are outlined. Then follows the description of each stage of the study. Special attention is paid to the second, experimental stage, which involved various forms of information collection and processing. Components of distance and blended learning and features of their application in the study of mathematical disciplines were considered both in the theoretical aspect and directly in the learning process by means of passive and active analysis of the results of a many-sided experiment. The teaching aids varied, and developed, the opinions of the students and teachers were studied the students were involved in research and in an interactive distance educational project. Their activities were analyzed. The main results of research and practical activities to optimize the learning process: the identified features, problems and possible solutions, describes the development. Possible forms of implementation of the results are proposed. Conclusions are drawn.

Keywords: distance learning, blended learning, pedagogical education, mathematics subject, information and communications technology, e-learning, m-learning.

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