This mixed-methods study investigates how mathematics teachers in Estonia perceive and use methodological literature, with the aim of identifying their needs, preferences, and priorities regarding instructional resources. While curriculum reform and teaching quality have been widely discussed in mathematics education, significantly less attention has been paid to the tools teachers use to implement curriculum goals—particularly methodological textbooks and supplementary materials. These resources serve as critical links between educational policy and classroom practice, yet teacher perspectives remain underrepresented in both local and international literature.

Data were collected from 101 mathematics teachers attending the International Math Teachers’ Days in Estonia (November 2024) via a voluntary questionnaire containing 13 closed- and 2 open-ended questions. Quantitative data were analyzed using descriptive statistics and comparative tests (e.g., chi-square), while qualitative responses were thematically coded using Braun and Clarke’s approach.

Findings reveal that teachers highly value materials that support conceptual understanding, address student misconceptions, and provide practical teaching strategies. Preferences varied significantly by teaching experience: early-career teachers preferred digital formats and ease of use, while experienced teachers favored self-developed materials and pedagogical autonomy. Notably, the school level taught did not significantly influence preferences, suggesting a broad cross-level alignment in methodological needs. Teachers also emphasized the need for differentiated content for diverse learners, including both students with special needs and gifted learners.

The study highlights the importance of teacher-informed, user-centered resource development. It calls for the creation of flexible, well-structured, and digitally accessible materials that align with evolving teaching practices and professional autonomy.

Keywords: Methodological literature, mathematics education, teacher preferences, instructional resources, user-centered design, Estonia.