Investigating various teaching methods in explaining mathematics concepts at high school mathematics course from the point of view of teachers in Miyaneh city

Background and Objectives: Proper training and deep learning of algebraic concepts and their generalization in the first course of high school, especially in the seventh grade, can form the basis of students' subsequent learning. The aim of this research is to recognize, describe, explain and classify obstacles and facilitators in training concepts related to algebra in the first course of high school mathematics. Methods: This study was performed in the framework of a qualitative approach using research method grounded theory. First, the required data were collected using the literature and then by selecting 16 math teachers in the first course of high school in a purposeful manner and by interviewing them. Data analysis was performed during the process of comparison and continuous refinement and axial, selective and open encodes. The collected data sets were organized in the form of 78 key points and content, 62 concepts and 19 categories. Findings: The results showed that the use of this model in concept training programs related to algebra will be useful in students' misunderstanding, in a way explains "reducing misunderstanding through teachers' familiarity with its types and the use of new teaching methods" and also "increasing motivation to learn more deeply through the application of the lesson". Conclusion: Using the results of this model in teaching mathematical concepts leads to effective learning, understanding, interest, and flourishing of mathematical learning, and the possibility of dynamic teaching in mathematics lessons.