A Qualitative Study of the Process of Cultivating Mathematical Thinking in Elementary School Students

Abstract

Purpose: This study aimed to explain the process of cultivating mathematical thinking in elementary school students through developing a comprehensive conceptual model. Methodology: This qualitative study employed a grounded theory approach. Participants were 16 experts in mathematics education, curriculum planning, and experienced elementary teachers selected through purposive–theoretical sampling. Data were collected via semi-structured interviews and analyzed using open, axial, and selective coding procedures. Findings: Data analysis resulted in 598 open codes, 219 subcategories, and 42 main categories. The core category, “creating a thinking-centered learning environment,” emerged as the central mechanism influenced by causal, contextual, and intervening conditions. Key instructional strategies included problem-based learning, guided mathematical dialogue, multiple representations, and error-based learning, leading to multidimensional cognitive, academic, emotional, social, and long-term outcomes. Conclusion: Cultivating mathematical thinking in elementary education is a systematic, multidimensional process that requires establishing a thinking-centered learning environment and integrating educational, cognitive, emotional, and contextual factors.