From experience to understanding: a phenomenological study of the challenges in teaching and learning mathematics from the perspectives of teachers and students

Articles in Press

Document Type : research article

Authors

1 Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

2 Undergraduate Student, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.

10.22080/eps.2025.29865.2365

Abstract

Aim: Mathematics education poses significant challenges, influenced by cognitive, psychological, social, and cultural factors. Despite efforts to enhance teaching, barriers remain, necessitating an understanding of the experiences of those involved. This research aims to identify and analyze the obstacles in learning mathematics through the narratives of teachers and students. By exploring personal accounts, it seeks to reveal factors—such as pedagogical issues, cognitive challenges, and socio-cultural influences—that impede effective math understanding. and Oshnavieh. Using purposive sampling, 20 students and 19 teachers were selected, and semi-structured interviews were conducted. Interview validity was confirmed by experts, leading to data saturation
 Methodology: This qualitative study employs a phenomenological approach, focusing on experienced mathematics teachers and students from Naqadeh.
Results: Findings indicate that barriers to learning mathematics include diverse dimensions impacting instructional quality. Primary and lower secondary students cite textbook content and emotional aspects, while upper secondary students highlight curriculum features and teacher communication as major challenges. Lower secondary teachers focus on the structure of mathematical concepts, while upper secondary teachers emphasize emotional factors.
Conclusions and suggestions: An analysis of data from teachers and students identified key learning barriers that affect mathematics education quality. Addressing these is crucial for enhancing learning outcomes, success in entrance exams, and future career prospects, requiring coordinated efforts from the educational system, teachers, and students.
Innovation and originality: This study’s qualitative, human-centered approach revealed underexplored aspects of mathematics learning challenges, suggesting that understanding educational barriers contextually can lead to more effective solutions aligned with students’ needs.

Keywords

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References

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Journal of Educational Planning Studies

Articles in Press, Accepted Manuscript
Available Online from 14 October 2025

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  • Receive Date: 19 August 2025
  • Revise Date: 08 September 2025
  • Accept Date: 14 October 2025

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