The article provides a possible option of how first-year students of Russian universities adapt to mastering higher mathematics. The purpose of the research is the development of methodological approaches to designing an online course that recaps school math material in a short period. The concept of individualization of educational activities is used as the main design method. Online training is used as the implementation technology. The article provides an overview of scientific papers on the use of an individual approach to learning and online resources in teaching mathematics. The social survey of first-year students confirmed the relevance of the stated purpose. The authors describe the design methodologies of the online training by taking into account age, social and psychological characteristics of students, and the opportunity for developing individual educational trajectories. The authors set the objectives of the course and structuralize each topic. Instructional content is developed in accordance with step-by-step leveling on mastering educational material. Extra attention is given toward presenting educational information in ways that take into account different types of cognitive processes. Foreign students who receive education in Russian universities are also welcomed to the online course to get familiar with the mathematical terminology in the Russian language.Acknowledgments: The authors sincerely thank the editors, the staff of the journal, and the three anonymous reviewers for helping improve the manuscript. We are grateful to all the authors whose research has been used, and hope that we managed to develop some of their ideas. In particular, the ideas concern aspects of individualization of the learning process. Conflicts of Interest:The authors declare no conflict of interest.

The velocity of second sound in 3He-4He mixtures was measured near their lambda transition temperatures under their saturated vapour pressure with molar concentrations of 3He of 0.449,0.513. 0,544 and 0560. Together with the data for lower concentrations previously reported, this gives information on the concentration dependence of the critical exponents. the amplitudes of second sound and the superfluid fraction In particular. for the critical exponent, [, the universality concept seems to be satislied for the concentration range up to 0,560 along the path of constant chemical potential difference, $.

The article proposes a large-scale implementation of the LMS Moodle learning environment in the distance learning process and recommends using this resource for in-person learning. We believe that the knowledge assessment system designed for distance learning cannot be automatically applied to assessing students taught in other educational modes; it must be adapted to them. The research aimed to study the assessment issues in the Moodle environment and to develop a methodology for using it to assess the knowledge of Mathematics acquired by students doing their economic bachelor’s degree. To achieve the goal, we studied scientific literature on this subject and employed pedagogical design, experiment, and student survey as research methods. As a result, we designed a monitoring and measuring system to handle mathematical knowledge assessment in LMS Moodle. In addition, we developed a procedure for mid-term assessment using this system. We believe that teachers should verify electronic testing results when evaluating students’ academic achievements in the Moodle environment. The article describes the experimental results confirming that teacher-adjusted grades show students’ knowledge level more objectively. The novelty of the study consists in developing a corrective methodology for utilizing the LMS Moodle to assess students’ knowledge of mathematics in the full-time in-person learning mode. The proposed approach can be used to assess students’ knowledge in other academic disciplines. Moreover, it can be integrated into the digital learning environment of educational institutions.

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