Key Features and Selection Criteria of Mathematical Activities: Perspectives of Teacher Educators and Teachers

Abstract

This study aims to explore the key features of mathematical activities and the criteria valued in their selection from the perspectives of mathematics teacher educators and teachers. Designed as a qualitative study, data were collected through four focus group discussions conducted both online and face-to-face with 22 participants, including 10 teacher educators and 12 teachers selected via criterion sampling. The transcripts were analyzed using a two-stage coding process. In the first stage, open coding was applied to examine the data line by line and generate initial codes. In the second stage, axial coding was carried out to relate codes, construct categories, and organize them around the research questions. Coding was conducted independently by two researchers and verified through expert review to ensure reliability. The findings reveal both commonalities and distinctions between the two participant groups. Both teacher educators and teachers emphasized the importance of activities being goal-oriented, clearly structured, supported with accessible materials, and fostering active student participation. However, teacher educators highlighted dimensions such as didactic quality, conceptual depth, collaborative learning, and contextual richness, whereas teachers focused more on practical applicability, classroom management, workload balance, and the inclusion of assessment components. These results suggest that teacher educators tend to prioritize design principles and the quality of the learning process, while teachers emphasize classroom functionality and practical considerations.