Investigating middle school mathematics teachers' views on innovative learning activities

International audienceThis paper describes a phenomenological study exploring middle school mathematics teachers' views, enablers, and barriers regarding innovative mathematics learning activities by investigating their experiences. The study also aims to determine their suggestions that may lead educational stakeholders to increase the quality of instruction and student learning. Data collected from the interviews and qualitatively analyzed reveal that the enablers mainly were related to receiving support and positive feedback from others. The barriers were associated with time, students' learning habits and classroom learning culture, work environment, and preparing activities. There is a need for providing training and resources for teachers for better mathematics education. Integrating such activities into the curriculum, developing effective training programs, and supporting teachers for successful implementation are the implications based on the findings