The study demonstrates how media education enhances digital media literacy in future teachers, indicating its role in popularizing mathematical knowledge.
Introduction. The article focuses on the issue of popularizing science among students, and the challenge of finding new ways to present and communicate scientific material. The aim of this study was to develop and integrate media education techniques into the training of future mathematics teachers in order to enhance their skills in creating and utilizing visual media content as an effective means of disseminating mathematical knowledge. Materials and methods. A total of 192 students enrolled in the pedagogical program at I.A. Bunin Yelets State University (specializing in mathematics) participated in the research. The assessment of participants' digital media literacy level was based on expert evaluation, as well as the use of tests for motivation, critical thinking, behavioral activity, and creativity. The Fisher's φ*-criterion was employed to evaluate the effectiveness of the results. The results of the study. An integrative media education model is presented that allows for the popularization of mathematical knowledge through the process of training future mathematics teachers. The use of multimedia capabilities of digital platforms forms the basis for a diverse range of media products. Examples of such media products created by students are provided, which have been used both in educational settings and in the popularization of science efforts of the regional branch of the Russian Society for Knowledge. The media educational potential of L.D. Kudryavtsev's diaries is presented in a contemporary format, showcasing a diverse range of techniques for disseminating not only mathematical knowledge, but also the methods by which eminent scientists acquired it. It has been demonstrated that media education integrated into specific mathematical subjects can optimize the material absorption process, stimulate cognitive and motivational activities, and self-regulation among young people through their involvement in video production. KEYWORDS Conclusion. Conclusions are drawn regarding the appropriateness of considering integrated media technologies as a form of project work and as a significantly independent component of the educational process that addresses the needs of digital natives and the challenges posed by the current stage of societal development.
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Dvoryatkina et al. (2025) studied this question.
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