Analysis of the experiences of teachers about the obstacles and problems of learning math

   Abstract Introduction:The purpose of this research was to investigate the problems and barriers of students chr('39')learning in mathematics based on teacherschr('39') experiences and narratives. Metods: A qualitative approach and narrative analysis method have been used to achieve this goal. The statistical population was all the privileged mathematics teachers in Tehran. The samples were selected through the conventional purposeful method and based on the theoretical saturation of the findings, 6 of them were selected as a sample. The data were collected through deep semi-structured in-person interviews, and then, analyzed using qualitative content analysis Results:. The results showed that the most important barriers and problems of studentschr('39') learning in mathematics include 5 topics based on the experiences of teachers. The topics are, 1. Teacherchr('39')s performance with four classes of job skills, job satisfaction, student performance, and effective communication, 2. Misunderstanding the content with four classes of reasoning, connecting concepts (word of mouth and teaching method), 3. Motivation with four classes of student belief, attitude, self-confidence and teaching method, 4. Mathematical anxiety or five classes of learning environment, family, evaluation method, self-confidence and teaching method. 5.The structure of the educational system with four classes of textbooks, class time, evaluation and rules, and regulations. Conclusion:All together deep analysis teachers aspect connected with barriers and problems of students learning in mathematics caused to recognition 5 topics include teachers performance misunderstanding the content motivation mathematical anxiety the structure of education system. It is obvious that the application of necessary solutions to overcome learning barriers and problems requires the organized and coherent efforts of students, teachers, and educational systems