Introduction
Mathematics education in nomadic schools is characterized by unique challenges and opportunities arising from cultural and geographical contexts, multigrade classrooms, and limited educational resources. Examining the lived experiences of teachers in these settings can provide valuable insights into effective instructional strategies and contribute to improving the quality of mathematics education in diverse learning environments. This study aimed to explore and interpret the lived experiences of a nomadic teacher in teaching mathematics over three decades of educational service.
Methodology
This qualitative study employed the narrative inquiry approach of Clandinin and Connelly. Data were collected through the teacher's narratives and teaching memories and analyzed using narrative analysis procedures, including repeated reading, coding, theme extraction, interpretation, and reconstruction of the narratives. Data analysis followed the narrative analysis procedures proposed by Clandinin and Connelly and further incorporated Creswell and Poth's systematic stages of repeated reading, coding, thematic categorization, interpretation, and narrative reconstruction. To enhance trustworthiness, the final narratives were returned to the participant for member checking, while repeated review of the narratives and continuous comparison between extracted themes and original stories strengthened the credibility of the findings.
Geographical area of research
Although nomadic education throughout Iran follows a relatively uniform educational system, the participant in this study taught among the Qashqai and Shahsevan nomadic tribes.
Results and discussion
The findings revealed that the teacher's experiences could be categorized into several major themes, including real-life-based mathematics instruction, creative use of the natural environment and nomadic tents for teaching geometric concepts, peer learning, role-playing, effective utilization of multigrade classrooms, active and problem-based teaching, and instructional creativity under conditions of limited resources. Furthermore, connecting abstract mathematical concepts with students' everyday experiences enhanced classroom participation, conceptual understanding, learning retention, and students' interest in mathematics. Overall, the narratives consistently indicated that integrating mathematics with students' lived experiences increased classroom participation, conceptual understanding, mathematical reasoning, motivation, and the durability of learning.
Conclusion
The findings suggest that drawing upon the successful experiences of nomadic teachers and considering cultural and environmental contexts can enhance the quality of mathematics education. Accordingly, incorporating these experiences into teacher education programs, revising mathematics curricula, and developing culturally and contextually responsive instructional models are recommended.