The article contains general information about the use of specialized mathematics software in the preparation of math teachers. The authors indicate the reasons to study the mathematics software. In particular, they analyze the possibility of presenting basic mathematical courses using mathematical computer tools from both a teacher and a student, argue in favour of using software instead of traditional paper-and-board style. The special course of the study of mathematics software (main tasks of the course are disclosed; knowledge and skills that students should possess on completion of their studies are dedicated; content of computer workshop is detailed) is briefly described. Also the authors give a detailed solution and its methodic basis of typical problem with the use of the SCM Maple. The typical errors which made by students in the use of specialized mathematics packages are characterized. Author's own experience of teaching computer workshop of the study of mathematical computer tools by the students of Sumy State Pedagogical Makarenko University is presented and analyzed.

A short description of terms "visualization" and "dynamic visualization" has been analyzed. On the basic of aforesaid analysis and IT technologies in educational system, the authors have identified the need for studying dynamic visualization tools by future math teachers. The system of computer mathematics Maple has been identified as one of the most demanded and functional with dynamic visualization. The examples on formation of dynamic visualization skills are given. The article also features the examples of functions approaching solutions, Frene curvilinear motion and so on.Keywords: visualization; dynamic visualization; computer mathematics system; Maple; computer mathematics tools; visualization tools; forming of visualization skills; math teacher preparation; visualization of solution. ВведениеИнформатизация образования повлияла на традиционные подходы в обучении: помимо привлечения технических новаций, использования интернет-пространства, внедрения интерактивных технологий особое внимание исследователи стали уделять вопросам использования специализированных программных средств для сопровождения учебного материала. Появились новые термины «визуализация» и «визуальная поддержка», которые в том числе характеризуют привлечение информационных технологий в сферу учебной деятельности.Термин «визуализация» происходит от латинского «visualis» -то, что воспринимается глазами, наглядный, и поэтому широкая общественность трактует визуализацию как всякий

The article analyzes the use of various mathematics software in the study of stochastic. The idea of dynamic visualization of the results of random experiments on the example of the classical problem of the meeting, which can be solved in two ways: using statistical definition of probability, which is based on random experiments, and traditionally using the geometric definition of probability. Some tasks, on the base of which the idea of visualization of the results of random experiments can be implemented, are offered with instructions.Keywords: GeoGebra 5.0; visualization; random variables; visualization of the results random experiments; statistic and geometric probability. ВведениеРазвитие информационного общества повлияло на сферу образования. Это влияние сказалось не только в активном оснащении учебных заведений компьютерной техникой, но и в понимании необходимости переосмыслить устоявшиеся подходы к обучению. Особенно это касается математики, классический курс которой есть не только системно и фундаментально построенным, но и достаточно гибким в отношении внедрения современной информационной поддержки. Такая поддержка заключается, в частности, в

From the positions of Praxeology, the aspects of the forming of the future teachers’ abilities to choose software that turns out to be the most rational for the solving of the professional task are considered in the article (on the example of computer science teachers’ preparation to use dynamic mathematics software (DMS). The forming of such abilities based on a formula "one task – different software" is described. The methodology of organization of such experimental studies on the base of Sumy State Pedagogical University (Ukraine) is described. The results of the statistical analysis of data are given on the basis of non-parametric sign test for dependent sample. It is educed that taking into account such approach provides the positive dynamics of the level of future informatics teachers’ preparation at the significance level of 0.05.