Abstract
Classroom experiences contribute to learners' perceptions and interest in a particular subject. The present study aims to understand students' perception of mathematics learning by exploring their classroom experiences. The study sample consisted of 17 eighth-grade students in English-speaking urban schools in South India. The data was collected through a semi-structured interview schedule. The thematic analysis presents five themes – student personal factors, teacher-related, content-related, classroom environment and utility value. Teachers’ characteristics and mathematics content were the essential factors contributing to students' perceptions and experiences. The study highlights the utility value of the content to help students see the application of the subject in real-world situations. Understanding students' perception of mathematics learning would help to choose appropriate content and teaching methods in the curriculum. The study highlights the need for educational and psychological interventions, focusing on student-teacher engagement and curriculum development to enhance mathematics learning.
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