Challenges of Math Teaching-Learning in Elementary Education: A Grounded Theory Research

Numerous factors have caused the teaching and/or learning of mathematics in elementary schools not to be effective enough. In this regard, the purpose of this grounded theory qualitative research was to determine the challenges of math teaching/learning in elementary schools. The target group included all teachers of elementary schools in Yazd who were selected using purposive sampling method. Using semi-structured interview", interviews were conducted with teachers with who had at least 5 years and an average of 9 years of teaching experience until theoretical saturation was achieved (N = 14). To analyze the data, the interviews were transcribed and coded using open, axial, and selective coding. Subsequently, some qualitative researchers, as well as the participants themselves, were invited to review the data and make the necessary modifications to make them both credible and reliable. Ultimately, the challenges identified for teaching/learning mathematics in elementary schools were classified in terms of a sixdimensional paradigm, specifying the core, causal, contextual, and environmental conditions that rise to these challenges, as well as the strategies teachers and students adopt accordingly and the potential consequences. Based on the results, "the core category" included "lesson complexity and temporal-methodical mismatch". On the other hand, the most important causal conditions encompassed weakness in research and competency support and lack of attention to the principles of planning. The contextual conditions included behavioral contexts and hardware-financial contexts. The "environmental conditions" included the socio-cultural background, the family, the economic and policy making environment. The "strategies" included feeling of deprivation of authority on part of teachers and referring to educational aid institutions on part of the students. Finally, the "consequences" of adopting such strategies were found to be anxiety and aversion to mathematics, accumulated math learning difficulties and non-applicable math learning.