E‐learning, as a complex system, includes distance learning, teaching materials in various forms and shapes, group and individual learning processes, as well as interactive and tutorial work. To increase the effectiveness and efficiency of the e‐learning system, it is necessary first of all to consider the characteristics of students and their learning styles. Based on the data collected in various ways, in surveys, using the distance learning dystem (DLS) Moodle, based on the subjective assessment of the subject teachers, as well as based on data from the business information system, the student preferences are determined. Then, based on these data, an adaptation is made, a process that adapts the work of the DLS based on student knowledge. The primary goals that can be achieved through the adjustment of the e‐learning system are to improve the design and usefulness of the course, help with finding information on the course, more efficient searching and placement of search results in the context of students' interest, as well as increasing students' loyalty to a higher education institution.

In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching AIDS. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. The results of the research we conducted with primary and secondary school students showed the lack of visual-logical approach of students during the learning of mathematics as well as in solving mathematical problems. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.

Contemporary mathematics teaching is mostly reduced to the application of algebraic formulas and algebraic procedures. The visual-logical approach in solving mathematical tasks is very little represented in teaching mathematics. Such practice should be changed since visualization is of great importance in the process of learning and understanding mathematics as well as in solving mathematical tasks. This paper suggests the possibility of developing students' ability to perceive lawfulness among numbers by introducing figurative numbers in mathematics teaching. Considering the visual presentation of figurate numbers and obvious rules among their members, students find them interesting and easy for understanding. They can also be a very good paradigms for many tasks with numerous arrays. The research carried out in this paper has shown that figurative numbers contribute to a visual-logical approach in solving tasks with numerous arrays and provide long-term storage of numerous data.

One of the main tasks in teaching mathematics is to develop students’ constructive thinking. In order to effectively accomplish this task, it is necessary to make a good selection of instructional materials and teaching aids. In order to make good selection and improve the teaching of mathematics, it is, also, necessary to include a statistical analysis of the certain factors’ impact that affect mathematics curriculum. For the purpose of this research, we used the software computational approach ANFIS (adaptive neuro fuzzy inference system) to determine the qualitative impact of several factors on improving students’ ability to create constructive thinking.

Razvoj nastave obuhvata celokupnost sistematičnih težnji da se praksa u nastavi optimalizuje u pravcu smisaonog i efektivnog učenja. Ovako shvaćeno učenje se u razmenama vođenog i samostalnog rada često bavi otvorenim i autentičnim problemima. Ova nastojanja otvaraju niz pitanja kojima se želi dati odgovor o tome koje uslove treba da uvaži uspešan classroommanagement, koji se u školi javlja u obliku širokog spektra direktnih i indirektnih aktivnosti koje nastavnik treba da realizuje, kako bi savladao raznovrsne i neočekivane zadatke školske svakodnevice. Dijapazon delovanja kreće se od perspektive nastavnika preko perspektive učenika do perspektive nastave i nastavnog procesa. Različiti elementi i oblici u kojima se pojavljuje classroom-management variraju s obzirom na intenzitet, rok i trajanje, a javljaju se u brojnim kombinacijama i sa različitim stepenom zastupljenosti. Da bi se razumeli efekti classroom management-a, potrebni su nam transparentni i izazovni ciljevi, razumevanje dinamike i strukture učenja, kriterijumi uspeha, dobra volja učenika i nastavnika, logika i strategija da se postignu željeni ciljevi. Pri tome, ne sme se zanemariti multidimenzionalnost nastavnog procesa: poučavanje i učenje imaju svoj fokus, efekat, težnju, tipove, svoj fidbek, kao vezivne niti složenih interakcija, komunikacije i odnosa koji se posreduju u procesu poučavanja i učenja.