This study was conducted with the aim of examining how selected mathematics teachers understand mathematical modeling, investigating their perception of implementing mathematical modeling in their classrooms, and exploring the challenges and motivators they experience in comprehending and facilitating the implementation of mathematical modeling. The research was carried out using a qualitative methodology with a phenomenological approach. Moreover, the theoretical framework of this study was developed based on a conceptual map derived from previous research in the field of mathematical modeling education. This map explicates the lived experiences of mathematics teachers across five main themes and systematically illustrates their professional growth pathway. The statistical population of this study consisted of teachers who had completed a specialized course in mathematical modeling during their graduate studies or who had experience in designing and implementing mathematical modeling problems. The sampling method employed was purposive snowball sampling, continuing until theoretical saturation was reached, resulting in 11 participants in this study. Data were collected through semi-structured interviews with participants, supplementary event chronology questionnaires, significant event review questionnaires, and demographic, educational, and occupational history questionnaires. Subsequently, the data were meticulously transcribed and analyzed using qualitative content analysis to identify various dimensions of the lived experiences of teachers in the context of mathematical modeling.
The findings of this study, utilizing the theoretical framework, presented a pathway encompassing six main themes: mathematical modeling as mathematics, social aspects of group participation, contextual awareness, attention to students, the nature of the curriculum, and the role of the teacher. Additionally, the present research yielded two other significant findings: first, identifyin