<![CDATA[This study examines the pedagogical strategies of mathematics education content creators on Instagram as a medium for informal digital learning. The research gap lies in the limited studies that place the lived experience of creators as the primary focus, as previous studies have predominantly discussed the use of social media in formal learning or its impact on learners. Using a qualitative phenomenological approach, data were collected through in depth semi structured interviews with five purposively selected mathematics education content creators and observations of their Instagram posts. Data were analyzed through a systematic coding process comprising open coding, axial coding, and selective coding, adapting Strauss and Corbin (1998) within the thematic analysis framework of Miles et al. (2014), with member checking and intercoder review to ensure trustworthiness. The findings reveal four consolidated themes: (1) motivation and identity transformation; (2) pedagogical strategies in content design; (3) negotiating pedagogy and algorithm; and (4) digital learning community. The analysis uncovers rich phenomenological dimensions, including an existential shift from creator by accident to educator by conviction, the psychological pressure of algorithmic demands, and the emotional tension of balancing educational integrity with viral relevance. This study confirms that creator practices represent a form of informal digital pedagogy contributing to the democratization of quality mathematics learning, which can be adapted by elementary school teachers.]]>
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