Phenomenological analysis of primary teachers’ lived experiences of using games and puzzles in mathematics education

Document Type : Research Paper

Authors

1 Graduated of primary education, Farhangian University, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran

3 Assistant Professor, Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

10.48310/basic.2025.4580

Abstract

The present study aimed to explore the lived experiences of primary school teachers on the use of game and puzzle in mathematics education. The research approach was qualitative with a phenomenological method. Potential participants of this study were primary school teachers of Pasargad city from whom 14 participants were selected through purposive sampling method. Data were collected through semi-structured interviews. Thematic analysis was used to analyze the data. Thematic analysis method was employed to analyze the data. The validity of the data was evaluated through credibility, transferability, dependability and confirmability. The data of the study led to the identification of five comprehensive themes, including "facilitation in actualizing the goals related to mathematics education", "helping the teacher to attain to more qualified performance", "optimum usage of tools and facilities", "existing challenges" and "solutions and suggestions". By analyzing the extracted themes, it can be realized that despite the rich experiences of the participants regarding the game-based teaching method in mathematics education, unfortunately, the puzzle is not a priority for the planners and authors of textbooks, teachers, parents and students, and it is more of an entertainment aspect. It is necessary for educational planners to take measures to strengthen the role of puzzle in math education and to create internal sites for the design of educational puzzles and games.

Keywords

Research in Science Education
Volume 11, Issue 39
September 2025
Pages 1-13

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