Abstract
In recent years, the higher education system of Ukraine has faced significant upheavals: the introduction of quarantine due to the Covid-19 pandemic, martial law, and active hostilities. These upheavals were the reason for the transition from the traditional form of education to the distance form. To ensure a high level of distance learning, teachers actively use online learning platforms. The peculiarity of teaching mathematics is the high level of abstraction of educational information. A critical component of the organization of distance learning in institutions of higher education is the provision of conditions for students' maximum comfortable perception of the educational material. With the transition to distance learning, the question arose as to how to make the process of learning mathematical disciplines visible and understandable for applicants. Among all pedagogical technologies, interactive learning technology occupies an important place in the implementation of distance learning in the educational process. Interactive technologies are implementation of in the educational process through online tools and services. One of the main means of interactivity is an interactive online board. The use of online boards in the educational process of higher education institutions solves the problems of ensuring visibility, interactivity, availability of quick feedback, and organization of work in a single virtual space. In the work modern online whiteboards are analyzed: Miro, CleverMaths, LiveBoard, IDroo, Drawchat, Jamboard, Scribblar, Classroomscreen, Microsoft Whiteboard, and Twiddla. The main criteria for the analysis were chosen: the possibility of online use of the board, access to participants via the link, the existence of an application for Android and IOS, and free service. Miro, LiveBoard, Jamboard, and Microsoft Whiteboard meet all the requirements of interactivity, but unfortunately have limited functionality for teaching mathematical disciplines. CleverMaths has the largest visualization functionality for teaching math disciplines. At the same time, CleverMaths lacks interactivity. The combination of CleverMaths in a complex with additional communication channels, namely programs for video conferences, allows you to achieve the necessary level of visibility and interactivity for distance learning of mathematical disciplines in higher education institutions. Key words: Interactive technologies, online boards, institutions of higher education, educational process, teaching mathematics.
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