Learning by Design: An Exploration of Mathematics Teachers’ Practice-Based Transformation
Keywords:
Culturally-responsive teaching, Design thinking, Ethnomathematics, Teacher as designerAbstract
This study explores how mathematics teachers undergo practice-based transformation in their pedagogy through the lens of design thinking. Using a qualitative case study approach, it follows the six-month journey of two in-service public school mathematics teachers as they take on the role of learning experience designers. Framed by the principles of design thinking, the research examines how teachers adapt, reimagine, and innovate their instructional practices. Data were collected through focus group discussions, semi-structured interviews, narrative reports, classroom artifacts, and reflective journals. The findings suggest that integrating design thinking supports the development of culturally responsive and contextually relevant pedagogical strategies that align with the values of equity and learner-centeredness in mathematics education. The study highlights the importance of teacher agency, empathy-driven design, and the integration of localized knowledge systems in enhancing students’ mathematical learning experiences. In doing so, it contributes to ongoing discourse on professional identity, the teacher-as-designer paradigm, and the cultivation of practice-based knowledge in mathematics education
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