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Abstract
This article examines the potential of the proposed didactic framework for developing students’ intra-mathematical modeling skills. The aim of the study is to develop students’ model-building abilities, generalization competencies, and general logical thinking by teaching topics related to symmetry through a parametric approach. A mixed-methods study methodology was employed, including comparative analysis and pre- and post-test, combining quantitative data from student evaluations with qualitative data gathered from interviews. The experiment was conducted with 11th-grade students of the Academic Lyceum of Fergana State University. The results indicate that parameterization is a potent method for improving generalization and modelling skills in mathematics education. It showed that the percentage of high-level modelling students in the experimental group increased from 0% to 10.7%, exhibiting statistically significant differences (χ2 = 45.755, p < .001), while the indicators at the low level decreased. Statistical analyses confirmed the effectiveness of the didactic framework based on the parameterization method. As a result of the study, an original instructional development, a system of tasks designed for teaching symmetry transformations on the basis of parameterization—was created. It underscores the necessity for educators to implement varied strategies that promote improved mathematical modeling.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 10, October 2026, Article No: em2933
https://doi.org/10.29333/ejmste/19423
Publication date: 26 Sep 2026
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