STEM-Based Design, AI Tools, and Problem Typification in School Students’ Constructive Learning of Parallel Translation

The transformation of geometric figures is one of the important topics in the school geometry course. Their study was primarily focused on the classical analytical representation. At the same time, the constructive component has been considered to a lesser extent. However, it allows for a more visual representation of the geometric meaning of each transformation. Thus, the task was set to use the example of the operation of parallel translation of figures, relying on the constructive nature of geometry to reveal important components in the formation of students’ understanding of such transformations. The main body of the article presents examples supported by diagrams and worked solutions. On this basis, the authors illustrate how, in their view, the study of geometric transformations may be modified by shifting the emphasis toward geometric constructions, the practical implementation of student STEM projects, and the use of artificial intelligence technologies. The concluding section summarizes the material and outlines directions for further research on this topic, including the prospects for implementing the proposed theoretical model in educational practice.