Keywords
Abstract
Integrating various research studies in the field of education is crucial for the
development of key competencies such as digital and mathematical literacy. However, despite the
need for a model adapted to the specific conditions of the Uzbek education system, there is a gap in
understanding the challenges of implementing the Reading, Mapping, and Sharing (LMS) learning
model in Uzbek schools. This study aims to evaluate the impact of the LMS learning model on
students’ digital and mathematical literacy. The study was conducted using a quasi-experimental
design with two experimental and one control class. In the first experimental class, the LMS
learning model was implemented using the brainstorming method. In the second experimental class,
the LMS model was implemented without the brainstorming method. The control class continued
learning according to the regular school curriculum. The study involved 96 high school students
from two schools in the city of Almalyk, Tashkent region, Uzbekistan, over two semesters. Data
were collected through questionnaires and testing. Winstep and SPSS software were used for data
analysis. The study results confirmed that combining the LMS learning model with the
brainstorming method is effective in developing students' mathematical and digital literacy.
Students taught using this approach demonstrated higher levels of mathematical literacy than their
peers taught using the O'AU model or using traditional teaching methods alone. This model can
serve as a guide for teachers in adapting their methods and creating an engaging learning
environment that meets student needs.