Despite the substantial didactic potential of STEM technologies, their integration into the preparation of future mathematics teachers at pedagogical universities is accompanied by a number of challenges. The primary difficulty stems from the subject-oriented structure of teacher education, which limits opportunities for simultaneous mastery of multiple disciplines and the implementation of interdisciplinary projects due to the absence of well-established instructional methodologies.

In this regard, the adoption of game-based learning technologies represents a promising approach, as such technologies can motivate teachers to incorporate interdisciplinary knowledge into the instructional process.

This paper substantiates the effectiveness of educational question-based quizzes as a methodological tool for the professional training of future mathematics teachers. These quizzes not only enhance students’ cognitive engagement but also foster the development of their STEM competencies.

A key advantage of quiz-based learning lies in its capacity to stimulate learners’ interest in integrated knowledge domains, which is achieved through the inclusion of questions and tasks drawn from diverse subject areas.

To systematize both instructional and diagnostic content, the Barbara Minto Pyramid Principle is proposed. It enables the construction of a multidisciplinary tree of questions and tasks covering different areas of teacher training. Quizzes can be developed using popular cloud-based services as well as specialized quiz-building tools.