MATEMATIK TA’LIMNING TRANSFORMATIV MODELI.

KIRISH: maqolada amaliy matematika yo‘nalishi talabalarini kasbiy faoliyatga tayyorlash jarayonini transformativ ta’lim tamoyillari asosida loyihalashning konseptual asoslari yoritilgan. Zamonaviy kasbiy muhit talablaridan kelib chiqib, “diagnostika – muammoli vaziyat – refleksiv tahlil – bilimni qayta konstruksiyalash – modellashtirish – kasbiy transfer – refleksiv baholash” ketma-ketligiga asoslangan transformativ didaktik model taklif etilgan. Modelning asosiy komponentlari, matematik bilimlarni yangi vaziyatlarga ko‘chirish, raqamli yechimlarni tanlash, natijalarni interpretatsiya qilish hamda refleksiv faoliyat orqali kasbiy kompetentlikni rivojlantirish imkoniyatlari ochib berilgan. MAQSAD: tadqiqotning maqsadi amaliy matematika yo‘nalishi talabalarining kasbiy kompetentligini rivojlantirishga qaratilgan transformativ didaktik modelning konseptual asoslarini, tarkibiy komponentlarini, bosqichma-bosqich amalga oshiriladigan pedagogik mexanizmlari va uni amaliyotga tatbiq etish shart-sharoitlarini asoslab berishdan iborat. MATERIALLAR VA METODLAR: tadqiqot nazariy-metodologik xarakterga ega bo‘lib, unda transformativ ta’lim, kompetensiyaviy, faoliyatga yo‘naltirilgan, sotsiokonstruktivistik, refleksiv va tizimli yondashuvlar hamda pedagogik loyihalash va modellashtirish metodlaridan foydalanildi. Modelni loyihalashda ta’lim natijalari, o‘quv faoliyati va baholashning o‘zaro muvofiqligini ta’minlovchi konstruktiv muvofiqlik hamda natijadan boshlab loyihalash tamoyillariga tayanildi. MUHOKAMA VA NATIJALAR: tadqiqot natijasida an’anaviy “nazariya → mashq → nazorat” ketma-ketligi o‘rniga “diagnostika → muammoli vaziyat → refleksiv tahlil → bilimni qayta konstruksiyalash → matematik modellashtirish → kasbiy transfer → refleksiv baholash” bosqichlaridan iborat iterativ (takrorlanuvchi) transformativ didaktik sikl va uning umumiy strukturaviy modeli ishlab chiqildi. Ushbu model talabalarda matematik bilimlarni yangi amaliy vaziyatlarga ko‘chirish (kasbiy transfer), raqamli vositalardan maqsadli foydalanish, analitik hisobotlar va dasturiy yechimlar yaratish hamda metakognitiv refleksiya orqali o‘z faoliyat strategiyasini qayta qurish imkonini berishi asoslab berildi. XULOSA: amaliy matematika yo‘nalishi talabalarining kasbiy tayyorgarligi faqat bilim hajmi bilan emas, balki ularni yangi va noaniq vaziyatlarda qo‘llay olish hamda faoliyat usullarini refleksiv qayta qurish qobiliyati bilan belgilanadi. Taklif etilgan transformativ didaktik model va uning pedagogik mexanizmlari ta’lim mazmuni, modellashtirish faoliyati, raqamli texnologiyalar hamda baholash mezonlarini yagona tizimga birlashtirib, amaliy matematika bitiruvchilarining kasbiy kompetentligini sifat jihatdan yangi bosqichga olib chiqishga xizmat qiladi.

INTRODUCTION the article presents the conceptual foundations for designing the process of preparing applied mathematics students for professional practice based on the principles of transformative learning. In response to the demands of the contemporary professional environment, a transformative didactic model is proposed, comprising the following sequence: “diagnosis — problem situation — reflective analysis — knowledge reconstruction — modelling — professional transfer — reflective assessment.” The article describes the model’s key components and explores its potential to develop professional competence through the transfer ofmathematical knowledge to new contexts, the selection of digital solutions, the interpretation of results, and reflective practice. AIM: the objective of the study is to substantiate the conceptual foundations, structural components, step-by-step pedagogical mechanisms, and implementation conditions of a transformative didactic model designed to enhance the professional competence of applied mathematics students. MATERIALS ANDMETHODS: this study is theoretical andmethodological in nature, employing comparative analysis, synthesis, pedagogical designing, and modeling, while integrating competency-based, activity-oriented, socio-constructivist, reflective, and systems approaches. Model design was guided by the principles of constructive alignment and backward design to ensure harmony between learning outcomes, activities, and assessment. DISCUSSION AND RESULTS: the study replaced the traditional "theory → exercise → control" sequence with an iterative transformative didactic cycle comprising seven