Texas Journal of Multidisciplinary Studies issn no: 2770-0003

Texas Journal of Multidisciplinary Studies ISSN NO: 2770-0003 
https://zienjournals.com  Date of Publication: 30-04-2022 
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A Bi-Monthly, Peer Reviewed International Journal [354] 
Volume 7
 
 
Distance learning tools are very diverse, we use electronic training books and reference books, 
electronic laboratory workshops; computer training systems; audio and video training materials; Internet 
simulators, email; chat; video conferences; websites; bulletin boards, tests, and others.
Studying mathematics at a university remotely has its own "pros" and "cons", let's look at them.
Among the advantages of any distance education, the most important one is probably its accessibility. 
Students can listen to the teacher's lectures from home, thousands of kilometers away from the lecturer. All 
you need is a desire, some free time and a laptop with Internet. Distance learning is equally possible for all 
students, regardless of their physical health or place of residence.
Distance learning is also very convenient, psychologically comfortable and less expensive. You do 
not need to spend time and money on the road to your place of study, live in a hostel, eat in a canteen, you 
can study without leaving home in a comfortable environment.
The pandemic period has shown us that this type of education may be the only one possible in this 
period of time.
But there are also a number of negative characteristics of distance learning. For a math teacher, much 
more time will have to be spent preparing for classes. This specialist in the humanities can usually read his 
usual lecture online. For a high-quality online lecture in mathematics, you must have a good online 
whiteboard or other additional technical means. Many teachers do not have sufficient experience and 
technical means for such distance learning.
During distance learning, there is a long sitting at the computer, which causes a large visual load. 
There is no live communication between teachers and students, students among themselves, there is isolated 
learning, for some people it is psychologically difficult. Students are deprived of the charms of student life, 
distance learning makes it impossible to exchange emotions, give birth to collective new ideas. According to 
psychological surveys, more than 75 percent of students suffer from lack of personal communication. The 
process of obtaining higher education is the process of obtaining professional knowledge, skills, formation 
of professional competencies, as well as an important stage in the formation of a student's personality: 
developing a sense of duty and patriotism, building an individual value scale, fostering aesthetic tastes, 
creating a social circle, etc. All this is impossible to form and develop with distance learning.
Inevitably, with this type of training, the amount of homework increases, because the teacher 
identifies the main thing in it when explaining new material in person, and when studying independently, the 
student has to spend more time understanding the material.
Lack of control discourages students, only very responsible and conscientious students diligently 
study at a distance.
With this form of training, it is impossible to conduct high-quality practical exercises. Great 
difficulties also arise with the objectivity of evaluating students ' work, since it is not clear whether the work 
was performed independently. 
One of the urgent problems of the distance learning process in mathematics is the organization of 
assessment of the quality of education. Assessment of the quality of education, in addition to the quality of 
the educational program, the conditions for the implementation of the educational process, implies an 
assessment of students 'educational achievements, that is, the development of students' mathematical 
competence. Criteria and indicators that allow us to determine the level of development of mathematical 
competence of students in higher education institutions were developed and described by us earlier.
Currently , there are no generally accepted documents regulating the organization of quality assessment of 
distance learning. Based on the goals of distance learning, we have developed the parameters of such 
training and defined the criteria for evaluating its quality.
The forms of control for distance learning are diverse. We use the final semester exams, control tests, 
online interviews, practical, course work, laboratory work, project work, etc. Students, starting to study a 
new topic, should clearly understand what is being done. 
what kind of control of knowledge and competencies they will have on this topic. At the moment, each 
teacher in distance learning develops control tasks independently, and I would like to have a unified system 
of state testing of students on various topics, of various levels of complexity.