DEVELOPING A DIGITAL STORYTELLING-BASED LEARNING MODEL FOR TEACHING MATHEMATICS IN UZBEKISTAN’S INCLUSIVE SCHOOLS

Abstract

This study presents the development and validation of a Digital Storytelling-Based Learning Model (DSLM) for teaching mathematics in Uzbek secondary schools, focusing on inclusive education contexts. The model integrates narrative-based visualization, cognitive learning theory, and digital technologies to improve students’ comprehension, engagement, and retention of mathematical concepts. A quasi-experimental method was applied in two schools with 60 participants, including students with hearing impairments and neurotypical peers. The results demonstrate a significant improvement in learning motivation and problem-solving performance in the experimental group compared to the control group. The DSLM model offers a novel pedagogical framework that bridges emotional engagement and mathematical reasoning, aligning with UNESCO’s vision of inclusive and technology-enhanced learning.