Disputed Capital in Iran’s Mathematics Education Students: Grounded Theory

In Pierre Bourdieu's theoretical framework, Farhangian University, as a field, is responsible for its specialized function, namely teacher training. In this framework, Farhangian University can achieve its specialized function when its social agents, Farhangian’s mathematics education students are always in competition to increase their disputed capital as central capital. The main question is that the competition of Iran’s mathematics education students in the field of Farhangian University is to achieve which central capital among the cultural, economic and social capitals? What kind of cultural, economic and social capitals are they exposed to that are effective in forming their attitudes, values and behaviors? Phenomenological analysis of the central category and discovery of causal conditions, contextual factors, intervention conditions is a research necessity. Therefore, this research with Grounded Theory, purposeful sampling and after reaching theoretical saturation showed that the duality of science and economy with the theme of demandingness is the causal condition of Iran’s mathematics education students for the central category of "good math teacher". On the one hand, technology as an intervening condition and on the other hand, culture as a contextual condition causes them to adopt combining and connecting strategies, the result of which is manifested in the dual form of hope and deshope.