Mathematics Teachers as Designers of Learning: Exploring Design Thinking Experiences in Instructional Innovation

Abstract

This qualitative case study examined how in-service mathematics teachers redesigned their classroom practices through design thinking as an approach to instructional innovation. Drawing on human-centered design, the study explored how teachers responded to students’ learning needs, classroom contexts, and changing educational demands by developing new teaching practices. Specifically, it investigated teachers’ experiences of redesigning mathematics instruction, the challenges they encountered, and the reflective practices that supported continuous improvement. Data consisted of teachers’ reflective narratives and accounts of their innovation experiences, which were analyzed using qualitative content analysis. The findings showed that teachers based their instructional decisions on students’ learning difficulties, including misconceptions, low engagement, language barriers, and challenges in understanding abstract mathematical concepts. They redesigned lessons by using contextualized and culturally relevant approaches, such as local materials, community-based activities, manipulatives, games, translanguaging, and hands-on learning experiences. These strategies helped make mathematics more meaningful, engaging, and accessible for students. The study also found that successful instructional innovation depended on continuous scaffolding, collaboration, active student participation, and the use of multiple learning approaches to strengthen conceptual understanding and reduce mathematics anxiety. At the same time, teachers faced challenges related to limited resources, time constraints, diverse student needs, and the additional preparation required to implement innovative lessons. Despite these challenges, they continued to improve their teaching through reflection, ongoing revision, and adaptation to their classroom contexts. The findings suggest that redesigning mathematics instruction through design thinking is an ongoing process in which teachers understand students’ needs, develop and refine new instructional ideas, and adapt their practices based on classroom experiences. The study highlights the important role of teachers as reflective instructional designers and suggests that sustained innovation in mathematics education requires supportive school environments, professional collaboration, and opportunities for continuous learning and improvement.