=Paper=
{{Paper
|id=Vol-2522/paper15
|storemode=property
|title=Using Means of Cloud Technologies of Training in the Study of Discipline “Discrete Mathematics” in the Professional-Pedagogical Training of Math Teachers
|pdfUrl=https://ceur-ws.org/Vol-2522/paper15.pdf
|volume=Vol-2522
|authors=Marina V. Ovchinnikova,Lyubov I. Shilova,Elena P. Linnik
}}
==Using Means of Cloud Technologies of Training in the Study of Discipline “Discrete Mathematics” in the Professional-Pedagogical Training of Math Teachers==
https://ceur-ws.org/Vol-2522/paper15.pdf
145
Using Means of Cloud Technologies of Training in the
Study of Discipline “Discrete Mathematics” in the
Professional-Pedagogical Training of Math Teachers*
Marina V. Ovchinnikova 1[0000-0002-5070-8061], Lyubov I. Shilova 1[0000-0003-4817-132X], and
Elena P. Linnik 1[0000-0001-9070-2556]
1 V.I. Vernadsky Crimean Federal University, Yalta, Russia
m_ovchinnikova@ukr.net, lshilova07@gmail.com, aplinnik@mail.ru
Abstract. The article discusses the theoretical and practical foundations of the
development and implementation of the system for studying the discipline
"Discrete Mathematics" by future teachers of Mathematics. The professional
and pedagogical training of a future teacher of Mathematics is considered from
the standpoint of a systematic approach as the integrity of such components:
subjects of education, content of education, technological teaching aids, com-
munications and relations between these components. The purpose of the life of
the pedagogical system - the development of the personality of the subjects of
education - becomes a factor forming the factor.
Modern educational systems cannot be viewed outside the modern educa-
tional environment. This environment has been undergoing tremendous changes
over the last decades in terms of access to information resources. The emer-
gence of cloud technologies has determined the formation of cloud-oriented ed-
ucational environments within which cloud-oriented learning tools are develop-
ing. Analysis of modern pedagogical research allowed to consider a detailed
classification of cloud-oriented teaching aids in a higher educational institution.
These include primary and secondary cloud-oriented facilities. Based on the ap-
propriate combination of the use of traditional and cloud-oriented (basic and
additional) teaching aids, a methodology was developed for teaching the Dis-
crete Mathematics discipline. As the means of cloud oriented educational means
the following Applications are being used: Google Apps for Education, Wolf-
ram/Alpha, MoodleCloud. The use of this technique allowed the future teachers
of Mathematics to be included in professionally oriented educational and cogni-
tive activity. As a result, an increase in the quality of students' knowledge was
noted.
Keywords: a pedagogical system, professional and pedagogical training, future
Mathematics teacher, cloud-oriented learning technologies.
.
* Copyright 2019 for this paper by its authors. Use permitted under Creative Commons Li-
cense Attribution 4.0 International (CC BY 4.0).
146
1 Introduction
The Concept for the Development of Mathematical Education in the Russian Federa-
tion emphasizes that the modern system of Russian mathematical education is the
direct heir of the Soviet system and should preserve accumulated experience and im-
prove it. At the same time, modern Mathematics education at all educational levels
requires the use of time-appropriate technologies, methods and teaching aids. Now
this requires “ensuring the availability of publicly available information resources ...
for the implementation of curricula for Mathematical education, including in electron-
ic format, tools for students and teachers, the use of modern technologies of the edu-
cational process” [1].
Constantly improving information and communication technologies have become a
powerful tool for improving the quality of modern mathematical education. Their use
contributes to the solution of such important tasks: “ensuring equal access of all par-
ticipants in the educational process to learning resources and technologies; increasing
the information and communication culture of students; implementation of remote
control of the educational process; creation of conditions for the automation of the
educational process; providing lifelong learning opportunities, etc. ” [2].
The influence of scientific and technical achievements of mankind on the content,
structure and organization of the learning process is mediated and has a tangible ex-
pression in the means of learning, as tools of learning activities. The use of modern
teaching aids is most clearly manifested in the results of the educational process in the
process of teaching natural-mathematical and technological disciplines.
2 Task setting
Modern pedagogical research is conducted on the basis of various methodological
approaches, one of which is a systematic approach. In accordance with this approach,
pedagogical phenomena of different levels are considered as pedagogical systems.
Symbolically, the modern pedagogical system has the form:
Σ: {{M};{x} F, G},
where {M} is the set of system components, {x} is the set of links and relations be-
tween them; F is a function (new property) of a system that characterizes its interac-
tivity and integrity, G is a system-forming factor [3].
In accordance with the formula, the pedagogical system M includes the following
components: the subjects of training (students and trainers), the content of training
(determined by standards, plans and programs), technological teaching aids (in a par-
ticular case, the conditions of training); X - relations and relations between these
components, which are realized in the form of methods and techniques, means, organ-
izational forms of education, as well as different forms and types of communication
between subjects of education at all levels, the relationship of subjects of education to
the content and means of education. The backbone component of G is the develop-
ment of the personality of the subjects of study.
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The structural components of the pedagogical system are basic and characteristic
only for pedagogical systems. The professional and pedagogical training of the future
teacher of mathematics is investigated by us as a hierarchy of pedagogical systems,
one of the subsystems of which is the methodical system of this preparation. The main
components of the methodological system: the goal (the base point of the system);
information flow (content condition of the system); technological component (tools,
forms and teaching methods); the contingent of students; teachers who own
knowledge and organize activities. From pedagogical staff depends on the perfor-
mance of the pedagogical system [4]. The vital activity of the system is not consid-
ered outside the didactic environment. In the context of the study, the main didactic
environment is considered from the point of view of informational and personal orien-
tation. This article is devoted to one of the components of the methodical system - its
technological component. That it includes learning tools. These include learning tools
based on cloud technologies and services.
3 Method Development
The means of teaching as a pedagogical phenomenon were the subject of study by the
famous didactors of M.Skatkin, N.Metelskogo, A.Savchenko, A.Dmitriev and many
other researchers. An interesting analysis of classifications of teaching aids, by which
one can trace their development in a historical aspect. At the same time, a sharp jump
in the qualitative characteristics of modern teaching aids is observed simultaneously
with the development of new information technologies. This is due to the fact that at
each stage in the development of psychological-pedagogical science, the means of
training are also adequately developed. They accumulate and reproduce scientific,
technical, psychological, educational and socio-economic achievements of their time.
The evolution of the use of teaching aids is determined by the needs of pedagogical
practice, and their development is directed towards meeting these needs. Teaching
tools are always characterized by a variety of forms of their implementation and
methods of their application, they are subject to the current paradigm of education.
The effectiveness of the use of teaching aids is not determined by the fact of their
use, but by how much they contribute to the solution of pedagogical problems. The
greatest efficiency in the use of teaching aids is manifested when visual material acts
not as an object of contemplation, but as a means of solving professional and practical
tasks.
In our study, we rely on such a definition of teaching aids: these naturally and arti-
ficially (specially and not specially created) material and information objects that are
used for the material, technical, and procedural support of the educational process are
important components of the learning environment. participants of the educational
process to achieve pedagogical goals in accordance with state standards [5].
The existing level of science and technology forms the technological and infor-
mation space that a person uses, influences a person’s being in the natural and social
environment that surrounds him, determines the level of human capabilities at a par-
ticular stage of scientific and technological progress, and the socio-economic devel-
148
opment of society. Analysis of the state and trends of scientific and technological
progress allows us to predict the further development of learning tools, should be
formed and developed in educational institutions, and be the basis of such a learning
environment that meets the scientific, technological and social conditions of social
development and the needs of education. In connection with the development of sci-
ence and technology, the world is changing around the student, his needs for
knowledge are changing, the means of teaching are changing. One of the modern
teaching tools is special tools with a cloud orientation (based on the use of cloud
technologies and services) in education.
Electronic educational resources are educational, scientific, informational, refer-
ence materials and tools developed in electronic form, presented on any type of media
or placed on computer networks, are reproduced using electronic digital technical
means and are necessary for the effective organization of the educational process, the
part concerning its filling with high-quality teaching materials.
In the context of our research, under cloud-oriented electronic educational re-
sources (СO EER) we understand the type of electronic educational resources used in
the cloud access model, namely, educational, scientific, informational, reference ma-
terials and tools developed in electronic form that are used in the cloud model access,
reproduced using appropriate electronic digital technical means and are necessary for
the effective organization of the educational process, in part, yuscheysya its filling
quality teaching materials. Then, the cloud-oriented electronic educational resource
includes both appropriate ICT tools (software component) and educational data (in-
formation component) [6].
Based on the above, we define cloud-oriented electronic resources for teaching the
basics of discrete mathematics (cloud technology tools for teaching the basics of dis-
crete mathematics) as a set of СO EER used for informational-procedural support,
solving didactic tasks or their fragments and aimed at realizing the goals of teaching
discrete mathematics.
4 Results
Professional and pedagogical training of future teachers of mathematics by teachers of
the department of mathematics, theory and methods of teaching mathematics is based
on the principles of personal orientation and professional pedagogical orientation (A.
Mordkovich). The use of cloud technologies in the process of studying fundamental
and methodical disciplines helps the implementation of these principles: personal
orientation is realized through the possibility of individualizing learning with the help
of these tools. The vocational pedagogical orientation is realized through the inclusion
of future teachers in educational, research and project activities that use cloud tech-
nology and allow future teachers to illustrate the possibilities of using them in their
own professional activities. Consider the classification of cloud technology, on which
we rely in the organization of the study of disciplines in the curriculum training of
future teachers of mathematics.
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Means of cloud technologies of learning the basics of discrete mathematics are di-
vided into basic and auxiliary.
Let us list the main means of cloud learning technologies: cloud-oriented educa-
tional and methodological complexes (a structured set of СO EER containing training
materials intended for sharing in the learning process); cloud-oriented learning sup-
port systems; cloud oriented learning laboratories; cloud-oriented subject environ-
ments (a set of interrelated software СO EER for solving problems of a certain class
of the subject area of the subject is intended to automate actions arising in this area).
The aids to cloud learning technologies include: cloud-oriented supplementary sci-
entific and educational materials; cloud-oriented communications; cloud-oriented
operating systems; cloud-oriented storage; cloudy oriented office suites. We are ex-
plain the content of the items considered in the classification in the table 1.
Table 1. General structure of cloud technologies for learning the basics of discrete mathematics
Group name Specific content
The main means of cloud learning technologies
Cloud-oriented a) cloud-oriented program-methodological materials (curricula,
educational and plans, lesson plans);
methodical com- b) cloud-oriented tutorials (e-learning publications that complement
plexes the textbook and are intended for distribution in the cloud access mod-
el);
c) cloud-oriented educational materials (e-learning publications on
the cloud access model, containing materials on the methodology for
studying a particular discipline (its section, parts): cloud-oriented text-
books, guidelines, cloud-oriented electronic reference books (e-books
cloud access model with brief scientific and applied information for
reference content), cloud-oriented didactic demonstration materials (СO
EER, designed to visualize the objects and processes under study));
d) cloud-oriented means of evaluating educational achievements
(cloud-oriented tools that provide the ability to automate students
’knowledge determination processes, designed to support assessment
and self-assessment processes in training): cloud-oriented simulators —
software of the СO EER, designed to build and consolidate skills and
practical skills, mastering methods, procedures for performing certain
types of educational or professional activities, as well as for self-study
and; cloud-oriented test systems (СO EER, containing standardized test
tasks and designed to assess the level of educational achievements of
students));
e) cloud-oriented workshops (program СO EER, designed to form
and consolidate skills and practical skills, the use of theoretical
knowledge to solve practical problems and exercises).
Cloud-oriented a) СO EER system to support all stages and components of the learn-
learning support ing process, provide an opportunity to automate the organization of the
systems educational process due to the conservation and delivery of training
resources and the organization of training activities, management of the
training process, accounting and control of various types of educational
work, monitoring the use of educational resources, administration of
individual students and groups, organization of interaction with the
teacher, reporting, etc.
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Cloud-oriented a) directly cloud-oriented educational laboratories (software CO
educational EER, which can be used in laboratory and practical classes for the im-
laboratories plementation of experimental studies of ready-made computer models);
b) cloud-oriented modeling environments (cloud-oriented learning
laboratories designed to simulate objects, phenomena, and processes that
are the subject of study, or to provide tools for building and researching
models);
Cloud-oriented a) cloud-oriented computer mathematics systems (software complex
subject CO EER to automate the execution of numerous and analytical calcula-
environments tions);
b) cloud-oriented programming environments (a set of interconnect-
ed software CO EER for software development)
Auxiliary means of cloud learning technologies
Cloud-oriented a) information resources on the cloud access model that contribute to
Additional the expansion and expansion of ideas about objects and processes that
materials are the subject of study
Cloud-oriented a) software cloud technologies for organizing data exchange in voice,
communication text, graphic and other forms
media
Cloud-oriented a) a set of hardware and software for automating self-deployment of
Operating Systems the operating environment for models at various levels IaaS (Infrastruc-
ture-as-a-Service) and PaaS (Platform-as-a-Service) through the virtual-
ization of the computer and the operating system in accordance with all
the necessary components of the environment for access by model DaaS
(Desktop-as-a-Service) and SaaS (Software-as-a-Service)
a) a set of software and specialized hardware designed for storing and
Cloud-oriented
transmitting large amounts of information, the main feature of which is
data carrier the optimal allocation of resources for storing information that meets the
standards and requirements of information and physical security
Cloud-oriented a) cloud-oriented word processors;
office packages b) cloud-oriented table processors;
c) cloud-oriented means of preparing presentations;
d) cloud-oriented database management systems
In order to increase the didactic efficiency, the means of cloud technologies of
teaching the basics of discrete mathematics are used in the educational process to-
gether with other educational and methodological materials (traditional textbooks,
teaching aids, methodical recommendations for teachers and students, etc.), forming
cloud-oriented program-methodical complexes.
5 Discussion
The discipline "Discrete Mathematics" is included in the disciplines section of the
compulsory part of the "Disciplines of the curriculum focus in the direction of train-
ing 44.03.01" Pedagogical education "orientation" Mathematics ". The work program
provides for the study of four main sections: relations, correspondences; combinatori-
al elements; axiomatic construction of a set of nonnegative integers; number systems,
divisibility of numbers.
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The method of using cloud technologies as a means of teaching discrete mathemat-
ics to future teachers consists of three main blocks: target (formation of competences),
substantive (learning the basics of discrete mathematics) and technological (cloud-
oriented ICT tools, methods and forms of their use in teaching discrete mathematics).
The technological block of the methodology determines the leading content of the
activity (individual and group educational research), the form of the organization of
training, the types of activities for the formation of competencies in discrete mathe-
matics and the corresponding ICT tools
For the placement of cloud-oriented program-methodical materials, we use the site,
which can be created using the package Google Apps for Education. To receive a free
subscription, you must register the domain of the educational institution and submit
the appropriate application. Site development is carried out in component Google
Apps for Education – Google Sites. This enables the placement, editing and storage of
up to 10 GB of software and methodological materials on cloud servers. Google. For
the convenience of accessing the site, it must be linked to the educational domain,
using records CNAME. The site of the discipline "Discrete Mathematics" standardly
contains pages of program-methodical materials, tools for evaluating educational
achievements, an integrated Sage-window.
Cloud-oriented means of evaluating educational achievements are presented pri-
marily by cloud-oriented test systems. The page "Tools for evaluating educational
achievements" of the site of the discipline "Discrete Mathematics" contains links to
some of them. For example, tests are created in the system
http://www.onlinequizcreator.com. Also, based on the fact that the development of
the site of the discipline is conducted in a cloudy environment Google Apps, It is
advisable to integrate cloud-oriented test systems with the site. To this end, it is pro-
posed that the users of the educational domain provide the opportunity to use the tools
for developing tests available in Google Apps Marketplace by selecting them for use
by domain users.
Among the tools available in the Google Apps Marketplace that are successfully
used in the educational process and have a significant amount of positive feedback,
we note Flubaroo – cloud-oriented test system, provides an opportunity to examine a
test created using Google Forms. Flubaroo provides an opportunity to send assess-
ment results with explanations via e-mail or Google Drive, analyze the average score,
build a histogram of the distribution of answers and perform a number of other ac-
tions; in general, provide an opportunity to identify students who need additional
help, quickly identify issues that require additional attention from the teacher.
The created form must contain a required field to identify the student and be asso-
ciated with a table in Google Sheets, for which Flubaroo becomes an add-on after
installation. To conduct an assessment, it is necessary to have a form with all refer-
ence answers (as a rule, the teacher fills it).
Evaluation is performed for data with test results that have been saved to Google
Sheets by selecting Addition - Flubaroo - Grade Assignment. At the first stage, an
assessment scale (automatic - Normal Grading, manual - Grade by Hand or no rating -
Skip Grading) is selected for each question and the number of points assigned for the
correct answer is established; questions identifies the student, denoted as Identifies
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Student; at the second stage, the letter row of the Student Submissions table with the
correct answers (Answer Key) is selected, which is further excluded by assessment;
The last step is the automatic creation of a new Grades letter containing formatted
assessment results for each student and statistics for passing the test. Super Quiz is
another cloud-oriented test system that allows you to test in a game form (quiz). Quiz
questions are presented in a form created in the Google Form. After the end of the
quiz, all answers are compared with the verification keys and automatically classified
into correct and incorrect. You can use test systems embedded in the Moodle distance
learning system.
It is also possible to use the testing system INDIGO (https://indigotech.ru), which
is a universal program. You can create any tests in it. The system has its own built-in
web server, and can work both in the local network as an internal site, and over the
Internet. The use of cloud access in this system is an additional service for placing a
testing system in a data center. In fact, it will be the same as if the program worked on
your computer, only this computer will be accessible via the Internet, have a fixed IP
address and work around the clock. It will be possible to bind the address of the test-
ing interface to the domain name (name_site.ru), or if you have your own website,
you can make it on its subdomain (name_subdomain.name_site.ru) or as a link
name_site.ru/word. If you do not want to communicate with the network settings, and
you want a turnkey solution, you can place the program in the INDIGO cloud. In
addition to testing systems, we use cloud-oriented simulators. By simulators, we tradi-
tionally understand programs, the main purpose of which is to represent all stages of
solving a mathematical problem. In the process of independent work, simulators act
as a means of shaping and improving practical skills, verifying the results achieved,
and are designed to repeat and consolidate educational material. Cloud-oriented simu-
lators may contain elements of testing, but their main purpose is to practice certain
skills in a cloud-oriented training environment. Given that this process can be quite
long, the developers of simulators often use elements of gamification.
One of the most powerful tools of cloud technologies, provides the opportunity to
implement cloud-oriented workshops, is CoCalc (formerly known as SageMathCloud)
- a cloud-oriented version of the Sage computer math system hosted by Google serv-
ers. CoCalc is not just a cloud-oriented version of the computer mathematics system,
but also a support system for teaching mathematical and computer science disciplines.
The main components of CoCalc are:
1) Sage Worksheets - Sage worksheets providing the ability to interactively exe-
cute Sage commands or programming languages and documentation, such as C ++
and HTML;
2) IPython notebooks (from 2016 - Jupyter Notebook) - synchronization of the ses-
sion in the Python programming language, which is part of the library for scientific
and engineering computing SciPy. CoCalc allows multiple users to interact through
IPython's notebooks in synchronous and asynchronous modes;
3) LaTeX language document management system with full support for sagetex,
bibtex and the like;
4) backup system - full saving of all modified user project files every 2 minutes;
153
5) the replication system provides for the preservation of each project in three
physically separate data centers [7].
CoCalc provides opportunities for: interactive study of mathematics, natural and
computer sciences; cooperation with other users in real time; organization of training
courses: adding students, creating your own projects, monitoring their development,
etc. using cloud-oriented educational materials; creating and editing educational and
scientific texts using LaTeX, Markdown or HTML; add your own files, process data,
make public the results, etc.
The presence of the Besides Sage Worksheets tool in Jupyter Notebooks provides
users with full access to the classic Linux terminal (https://cocalc.com).
Cloud-oriented electronic reference books on the basics of discrete mathematics
should be built on the basis of Sage worksheets, providing the opportunity to combine
the presentation of theoretical materials with practical examples.
Cloud-oriented teaching materials can be created using any appropriate means of
cloud technology, however, given that the materials for the basics of discrete mathe-
matics must contain an appropriate computational (software) component, it is advisa-
ble to use specialized cloud technologies to create them. oriented subject environ-
ments: cloud-oriented computer math systems and cloud-oriented programming envi-
ronments. As one of the options we use a cloud-oriented subject environment, CoCalc
includes both computer mathematics systems and programming environments. The
main work in CoCalc takes place in the project. The user can create any number of
independent projects - personal workspaces in which the user saves resources of vari-
ous types. The user can also invite other participants to cooperate in a joint project
and provide open access to files or folders.
Each project runs on the CoCalc server, where it shares disk space, CPU, and
RAM with other projects. The free plan includes the use of only those server re-
sources that are currently free. In addition, if a free user plan’s project is not used for
several weeks, it moves to the secondary storage in order to release server resources
and restarting it will take significantly more time than the paid plan user has. Project
participants can combine their own computing and savings resources in order to im-
prove the capabilities of the project as a whole and the redistribution of resources
among themselves. Collaboration with the CoCalc project resources can be organized
either at the level of a single resource, in particular a worksheet, or at the project level
as a whole.
The opening of sharing at the level of a single resource is the web-publication of
the content of the resource in read-only mode for all Internet users who have links to
the source. The disadvantages of such a publication are that the “reader” user is not
able to manage the calculations on the worksheet, even if the author used standard
controls in it. However, if necessary, the published worksheet can be copied or down-
loaded.
Organization of joint work at the project level as a whole is possible both without
using the course resource and with its help. The first method involves the participa-
tion in the project of participants who will have the opportunity to work together with
the existing project training resources or add new ones, invite other participants,
communicate using text and / or video chat as part of a joint project. The contribution
154
of each participant of a joint project to the solution of his tasks can be reviewed on the
pages of the history of work with the project or on the pages of its backup copies.
In learning the basics of discrete mathematics, you can use different cloud-oriented
learning support systems. One option is to use Google Classroom - a cloud service
that provides teachers with the opportunity to create and post tasks electronically, and
students - to choose the necessary task and perform it [8].
Google Classroom allows you to combine many Google products in one system for
organizing teacher and student work: creating tasks, organizing communication, stor-
ing and distributing tasks created by a teacher and solved by a student. The work of
the teacher and the student is carried out through Google Drive, a Google file hosting
service; Gmail is used to provide communication. The tasks page contains tasks for
students to do independently (students simply click on the task to begin its implemen-
tation). The information about the submitted works is updated in real time, and the
teacher can quickly check all the works, give marks and add their comments. The
advantages of using Google Classroom are: simple setup: teachers can add students
themselves to work in the environment or provide them with a code to register as
students of the course; saving time: the creation, verification and evaluation of tasks
are carried out in one service; effective organization of the learning process: in
Google Classroom, teachers can send out announcements and start a discussion, and
students can share educational materials with each other and answer questions posed
by the teacher; Organization of work with educational materials: students see on the
tasks page what works have not yet been submitted, and all course materials are au-
tomatically added to their folders on Google Drive; availability and security: Google
Classroom is a free and reliable resource for educational institutions.
Another cloud-oriented learning support system that can be used in learning the ba-
sics of Discrete Mathematics is MoodleCloud (https://moodlecloud.com).
MoodleCloud provides a service — a full-featured Moodle website where you can
create courses, provide learning resources, allow students to complete tasks, etc. The
user can choose one of three service packages that scale according to their needs:
Moodle for free access, Starter and Moodle - for corporate.
In our university, we rely on significant experience in the use of distance learning
systems (DLS) and computer mathematics systems (SCM). The problem of organiz-
ing the interaction of these systems is very relevant. The implementation of the inte-
gration of Moodle and Sage at the frame integration level makes it possible, while
working on solving mathematical problems in the Sage environment, to access other
information resources of the course. To implement frame integration, it is sufficient
during debugging of the opening parameters of the Sage work window when selecting
the appropriate link to set its presentation mode in the current browser window. As a
result of the modular integration of SCM Sage and LMS Moodle, the user gets power-
ful tools for working with materials of a mathematical nature. In this case, it is possi-
ble to calculate expressions of algebraic type by means of SCM Sage, without leaving
the environment of the LMS Moodle [9].
The cloud-oriented communication tools used in teaching the basics of discrete
mathematics are primarily tools built into CoCalc. By the leading means of exchang-
ing text and graphic messages, according to M. Popel [10], is a file resource of sage-
155
chat type - text chat. Message text can be formatted using HTML tags and wiki
markup commands. The mathematical content message can be submitted in the usual
mathematical notation with the help of LaTeX commands.
Google Hangouts is an instant messaging and video conferencing software devel-
oped by Google. Hangouts allows you to chat with up to 10 users in the form of group
video conferencing. With this service you can conduct webinars and chat in video
chats. Chat history stored on Google servers, allows you to synchronize them between
devices. Photos shared by participants during the webinar are automatically uploaded
to a special Google+ album. Participants can also share Google Drive files, write
notes to a meeting together, and write ideas on a common virtual whiteboard.
Hangouts is integrated with Google's calendar, so users can schedule Hangouts using
the calendar.
An example of e-mail that can be used in teaching the basics of discrete mathemat-
ics is Gmail in Google Apps. The main advantages are the availability of unlimited
data storage space, corporate access, and advanced email capabilities (search, email
conversations, built-in chat).
You can use Dropbox, OneDrive, Google Drive, iCloud, and others as cloud stor-
age.
The method of using cloud-oriented office suites (in particular, their components
such as cloud-oriented word processors, cloud-oriented tabular processors, cloud-
oriented means of preparing presentations) as a means of organizing joint work on
educational research projects. So, cloud-oriented office suite Office 365 includes a
cloud-oriented word processor Word Online, cloud-oriented Excel Online, a cloud-
oriented presentation tool for PowerPoint Online, and additional cloud-oriented com-
ponents - a cloud-oriented tool for organizing collaborative design activities of Mi-
crosoft Teams, cloud-oriented OneNote Online Notepad
(https://www.microsoft.com/en-US/education/products/office/default.aspx) and oth-
ers.
6 Conclusion
The conducted work allows to draw the following conclusions:
1. We consider the means of cloud technologies of teaching the basics of discrete
mathematics as a set of cloud-oriented electronic educational resources used for in-
formation and procedural support for the performance of didactic tasks or their
fragments.
2. The main means of cloud technologies for teaching the basics of discrete mathe-
matics are cloud-oriented educational and methodological complexes (program-
methodical materials, means of evaluating educational achievements - test systems
and simulators, workshops, educational-methodical materials - didactic demonstra-
tion materials, textbooks and textbooks, electronic reference books), cloud-oriented
learning support systems, cloud-oriented learning laboratories (in particular, mod-
eling environments) and cloudy oriented subject environments (computer mathe-
matics systems and programming environments).
156
3. The auxiliary means of cloud technologies for teaching the basics of discrete math-
ematics are cloud-oriented supplementary scientific and educational materials,
cloud-oriented communication tools (e-mail, audio and video communication
tools), cloud-oriented operating systems, cloud-oriented data storage and cloud-
oriented office packages (text and tabular processors, presentation tools, database
management systems and additional cloud-oriented components).
4. To improve the didactic efficiency, cloud technologies for teaching the basics of
discrete mathematics are used in conjunction with other teaching materials (with
traditional textbooks and teaching aids, guidelines for teachers and students, etc.),
forming cloud-oriented software and methodical complexes.
5. The developed method of using cloud technologies as a means of teaching the ba-
sics of discrete mathematics of future math teachers consists of three main blocks:
target (building competencies in discrete mathematics), meaningful (learning the
basics of discrete mathematics) and technology (cloud-oriented means of infor-
mation and communication technologies, methods and forms of their use in teach-
ing discrete mathematics). The technological block of the methodology determines
the leading content of the activity (individual and group educational research), the
form of the organization of training, the types of activities for the formation of
competencies in discrete mathematics and the corresponding means of cloud in-
formation and communication technologies.
6. The use of cloud-oriented learning technologies allows students to increase interest
in the subject, including discrete mathematics. The work carried out allows activat-
ing the educational and cognitive activity of future math teachers, improves the
quality of their knowledge, and increases interest in studying mathematical disci-
plines. Given the methodological and professional-pedagogical orientation of train-
ing future math teachers, the use of cloud technology tools in their training allows
us to illustrate the possibilities of using these tools in future professional activities.
7. In the future, we plan to consider an example of using a cloud-oriented operating
system based on the Amazon AWC infrastructure in the professional and pedagog-
ical training of a future math teacher.
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