Examining the Relationship Between Mathematics Teaching Content and Teaching Methods: A Phenomenological Study (Lower Secondary Mathematics Teachers in District 3 of Tehran)

Abstract

The objective of this study was to explore how lower secondary mathematics teachers experience and interpret the relationship between the epistemological nature of mathematics content and the instructional methods they employ in classroom practice. This study adopted a qualitative phenomenological design. Participants consisted of twenty lower secondary mathematics teachers from District 3 of Tehran, selected through purposive sampling based on teaching experience and active classroom engagement. Data were collected using two complementary instruments: semi-structured individual interviews lasting between 35 and 90 minutes, and reflective teaching journals maintained by participants over a two-month period. Interviews were audio-recorded, transcribed verbatim, and verified by participants. Data were analyzed through iterative thematic phenomenological analysis involving holistic reading, line-by-line coding, and selective thematic extraction, leading to the identification of core experiential themes. The analysis revealed three major thematic domains: the nature of mathematics content and its teaching, the consequences of instructional alignment or misalignment, and teachers’ strategies for addressing instructional challenges. Teachers experienced mathematics as inherently conceptual, cumulative, and reasoning-based, requiring teaching methods that promote sense-making, problem-solving, and active engagement. Misalignment between content and method was perceived as leading to shallow learning, persistent misunderstanding, reduced motivation, and heightened anxiety among students. Teachers reported that instructional alignment enhanced conceptual understanding, engagement, and learning persistence. Coping strategies included problem-centered instruction, collaborative learning, participatory assessment, and the use of digital technologies to support visualization, feedback, and repeated practice. The study demonstrates that effective mathematics instruction depends fundamentally on the alignment between the epistemological structure of mathematical content and the instructional methods employed, and that teachers’ lived experiences provide critical insight for improving teaching quality, curriculum coherence, and student learning outcomes.