Identification of Deliberation challenges of High school’s math teachers

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The purpose of this research was to identify the challenges of deliberation at secondary school math teachers. The approach of research was qualitative (GT) and quantitative(descriptive - survey).Participants were senior high school mathematics teachers that randomly selected by sampling the theoretical saturation capacity who 18 teachers were interviewed. The population includes first and second grade math teachers in a secondary school (district 1 and 2) at the city of Sanandaj. The sample size was 120 teachers who were selected for quantitative research. Semi-structured interviews were validated by experts reviewed and confirmed. The reliability for questions related to part one (the practical challenges.72) and questions related to the part two (challenges of eclectic.78) were confirmed by Cronbach's alpha coefficient. The results showed that the most important practical challenges of teachers at content, teaching-learning strategies and assessment at order were: A large amount of textbooks and its various, A large amount of students at classrooms and result-based assessments. The most challenges of teacher eclectic was limitation of time for reflection, lack of teacher deliberation at teacher training programs and teacher-proof curriculum at educational system. The grounded theory showed that practical challenges of teachers at math teaching are so much. While eclectic challenges of teachers at math teaching is so much, but eclectic action of them is a few. So, teacher deliberation at teacher –proof curriculum system cannot develop regularly.

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