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One of the most prioritized directions of modernization of methodical preparation offuture mathematics teachers is the introduction of innovative educational technologies in theeducational process of higher educational institutions. The article outlines the problem ofmodernizing the methodological preparation of the future teacher of mathematics through theintroduction of research and creative learning technologies. The features of research learningtechnology (Inquiry Based Learning) and Go-Lab ecosystem opportunities for research learning areanalyzed. A model of the Go-Lab research cycle with five main stages is described. The structure ofthe Go-Lab ecosystem with the components of the Go-Lab portal and the Graasp environment ispresented. The Go-Lab portal contains a list of available virtual laboratories, applications that canbe used to create research learning spaces. The Graasp environment is intended to create and useresearch learning spaces (Inquiry Learning Spaces – ILS). The implementation of the proposedapproach is demonstrated on the example of the working of the research learning space "Ordinaryfractions". It is noted that one of the innovative teaching technologies of future mathematics teachersКТЦОН Кt НОvОlШЩТЧР stuНОЧts’ skТlls ТЧ Мritical and creative thinking, autonomy and the formation ofprofessional skills is the technology of creative learning called makerspace. It is established that theuse of elements of makerspace in the methodical preparation of the future teacher of mathematicscontributes to the formation of a teacher-innovator, a teacher-practitioner ready to introduce furtherthe elements of STEM-education in the educational process of mathematics and capable ofmodernizing the educational environment in which students want to do something with their ownhands, study with enthusiasm, be positive.

INNOVATIVE EDUCATIONAL TECHNOLOGIES AS A BASIS FOR MODERNIZING THE METHODICAL PREPARATION OF THE FUTURE TEACHER OF MATHEMATICS