The formation of a media–literate generation is one of the priority directions of Russia’s social development. It is possible through the systematic integration of media education technologies into an integrated educational system at all levels. In this study, the technology of media education has been developed and implemented in the process of training future teachers of mathematics. Media texts in the format of popular science films are considered as effective didactic means of forming stable motives for research and mastering complex mathematical knowledge. Future mathematics teachers, who will teach the digital generation, should master media educational technologies at the stage of university training and learn how to implement them into the taught subject. “Integrated media education” is considered by the authors as a cultural and pedagogical phenomenon based on the creative activity of the teacher. Of paramount importance in it is the processality of learning with the actualization of critical thinking, creative and communicative abilities of the individual. The features of the integration of media education into individual disciplines are associated with a new means of teaching–educational media text, made using multimedia capabilities in any genre of mass media. At the same time, the objectives of the academic discipline remain a priority, and media educational tasks only contribute to its achievement. Media education technologies assume a multi-level implementation approach. At each stage, an effective mechanism is a popular science film that helps to present complex mathematical material in a fascinating and accessible way. The videos created by students as part of the implementation of the model of media educational development have found their application in classes on the methodology of teaching mathematics, as well as in the implementation of automated solutions. Practice-oriented plots, which have received a visualized format, establish the wide applicability of mathematical knowledge to modern technologies and multiple aspects of everyday life. They serve as an inexhaustible source of actualization and motivation of educational, research and creative potential of students. Having mastered such technologies, future mathematics teachers are able to easily adapt to the conditions of digitalized education, in which they will have to carry out their professional activities.