Mathematics Teachers’ Conceptualizations of Deep Learning: A Constructivist Grounded Theory Study of Instructional Practices and Implementation Challenges in Cambodia

This study explores how mathematics teachers conceptualize and implement deep learning through their written discourses, with particular attention to their understanding of deep learning, instructional practices, and challenges encountered in mathematics education. Employing a qualitative exploratory design informed by constructivist grounded theory, the study analyzes mathematics teachers’ written responses to identify recurring concepts, pedagogical perspectives, and experiences associated with deep learning. The findings reveal three interconnected themes. First, teachers conceptualize deep learning through the integration of students’ prior knowledge, the development of independent mathematical thinking, and the establishment of meaningful relationships between mathematical concepts. Prior knowledge emerges as the most frequently emphasized element, highlighting its role in connecting new information with students’ existing understanding. Second, teachers associate deep learning with instructional practices that encourage active mathematical thinking, practical learning experiences, classroom dialogue, collaborative interaction, problem investigation, and the application of knowledge to new situations. These practices are considered important for developing students’ conceptual and relational understanding rather than relying solely on memorization and procedural learning. Third, teachers identify several challenges in implementing deep learning, including large class sizes, limited opportunities for individualized instruction, insufficient learning resources, extensive curriculum demands, low student motivation and attention, and limited parental involvement. The findings also highlight the importance of teachers’ professional commitment and collaboration in supporting meaningful mathematics instruction. This study contributes to the understanding of deep learning in mathematics education by illustrating how teachers construct its meaning through their written accounts and instructional experiences. It suggests that effective implementation requires not only appropriate pedagogical strategies but also supportive classroom conditions, adequate resources, and sustained professional development.