An analysis of elementary school teachers' lived experiences of implementing a mathematics education curriculum through problem solving.

Document Type : Research Paper

Author

Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

The aim of the research was to explore the lived experiences of elementary school teachers in implementing the mathematics education curriculum through problem solving. This is an applied research that was conducted with a qualitative approach and phenomenological method. Potential participants were elementary school teachers in Bayza city in the academic year 1401-1402, 12 of whom were selected through a purposive criterion-based method and in accordance with the theoretical saturation rule. Research data were collected through semi-structured interviews. Coding and thematic analysis were used to analyze the data according to Braun & Clarke (2006). The research findings were formed in the form of 3 comprehensive themes: 1. Strengths (achievement of educational goals; achievement of educational, emotional, and psychological goals; attention to the stages of mathematics education through problem solving; attention to the teacher's role and professional competencies; use of different methods of monitoring and evaluation; attention to new educational styles, strategies, and approaches) 2. Implementation challenges and weaknesses of the mathematics education approach through problem solving (challenge of lack of facilities and educational equipment; challenge of unfamiliarity and lack of cooperation of human factors; challenge in classroom management and lack of time; challenge of lack of educational resources and weakness of teacher knowledge; weaknesses of the mathematics education approach through problem solving) 3. Solutions (effective solutions in overcoming the challenge of lack of facilities and educational equipment; effective solutions in overcoming the challenges of unfamiliarity and lack of cooperation of human factors; effective solutions in classroom management and overcoming the challenge of lack of time; solutions in overcoming the challenge of lack of educational resources and the challenge of increasing teacher knowledge; effective solutions in overcoming the weaknesses of the mathematics education approach through solving).

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References

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History

  • Receive Date: 21 December 2024
  • Revise Date: 02 June 2025
  • Accept Date: 15 July 2025

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