Abstract:

E-learning is a key element of today's digital learning environment. E-learning allows students to expand distance education. Electronic content enables the formation of positive motivation for students and schoolchildren. Teaching mathematics at school and university electronic content allows students to develop in different directions (develops an outlook, improves independent and practical activity, increases motivation and interest in mathematics).

Methodology:
An analysis of distance learning in mathematics during the pandemic of Covid-19 was carried out in several schools and universities of the Russian Federation (Arzamas, Armavir, Moscow). Online classes were held in video conferencing format. Students' independent activities were carried out in several formats: watching video lectures, studying educational material on presentations and text documents, working with online training resources. For effective training, the authors investigated and developed electronic content in mathematics (educational web quests in mathematics and computer educational and business games in various sections of mathematics).

Results:
Let us give an example of a computer educational and business game on set theory. The goal of the game is to study set theory. There are several didactic problems when teaching mathematics using a computer educational and business game (studying the concept of set, operations on sets, examining methods of specifying sets; developing the ability to apply the graphical method to operate withset,development of formalization skills in solving problems with the help of Euler circles; the formation of an information culture, the development of the demand in the acquisition of knowledge).

Game conditions:
All tasks are presented in electronic format. Test jobs are executed in off-line mode, followed by a result. A computer training and business game on set theory has been developed as an application of MacromediaFlash. As it is powerful and easy to use, it is a tool for creating animated projects based on vector graphics with built-in interactivity support. After several accepted agreements to use Flash as a Web standard, it began to easily integrate with HTML, which allows to embed a Flash project almost seamlessly. Flash does not require anything additional to follow a link, open a browser window, or do something using HTML. Students highly appreciated the developed game (quality and colorfulness, convenience of submitting educational material, ease of use, etc.).

Conclusions:
The means of providing e-learning are computer educational and business games, web quests, virtual and dynamic learning environments, etc., built on the principles of problematic, promising self-development, computer visualization of abstractions, interactive educational dialogue, which have shown their effectiveness.

Keywords:

e-learning in mathematics, computer learning and business game, set theory