Qualitative Research in Curriculum

Phenomenological Perspective of High School Students' Parents on the Function of Mathematics, Teaching Values, and Teacher–Student Interaction

Document Type : Research Paper

Authors

Parvanel Mahmoudian 1
Alireza Sadeghi 2
zahra rahimi 3
Mohammad Niroo 4

1 Azad

2 ATU

3 department of education, allame tabatabai university

4 Islamic Azad University

https://doi.org/10.22054/qric.2026.36562.467
Abstract
The present study aimed to identify and explain the perspectives of parents of senior high school students regarding mathematics education. This qualitative research employed a semi-structured interview method within a phenomenological approach, continuing until theoretical saturation was achieved. The research field consisted of parents of senior high school students, from whom nine participants were selected through criterion-based purposeful sampling. Data analysis, conducted using the Moustakas method, led to the extraction of 296 concepts, 62 themes through the combination of similar concepts, and 11 axial codes derived from the integration of common themes into coherent semantic units. The results indicated that parents adopt a holistic view, perceiving mathematics as a tool for cultivating the mind, fostering intellectual coherence, and promoting social interaction. At the same time, they are aware of the complexity of mathematical concepts and the negative effects of anxiety and weak foundational knowledge in their children. Furthermore, from an educational and psychological standpoint, they consider values such as teaching attractiveness, psychological support, educational justice, and the integration of mathematics with life concepts as essential, while emphasizing the careful selection and continuous training of teachers. They view desirable interaction as comprising sincere communication, motivational support, and pedagogical guidance, accompanied by an understanding of individual needs, reduction of math anxiety, and compassionate behavior modification.

Keywords

Mathematics education
Disciplinary culture
Values in teaching
Interaction
Qualitative Research in Curriculum
Volume 6, Issue 21
Spring 2026
Pages 117-139

Home

Submit Manuscript

Reviewers

Contact Us