A Tri-Lens Approach for Unpacking Teachers’ Design of Instructional Materials
CHIN Sze Looi, CHOY Ban Heng, and LEONG Yew Hoong
National Institute of Education
Nanyang Technological University
Published in The Mathematician Educator, 2021, Vol 2, No. 1, pp 47-62.
Teacher-designed notes and worksheets are common instructional materials used in Singapore mathematics classrooms that are critical to guiding the flow of a lesson. However, making sense of how teachers design these materials is complex and research that reports on their creation is only just emerging. In this paper, we propose a tri-lens approach for capturing teachers’ design processes by using notions of pedagogical reasoning and action, curricular noticing, and resources, orientations and goals. We demonstrate how these frameworks combine to form a tri-lens for unpacking important aspects of teachers’ design work using the example of Mrs Fung, an experienced secondary mathematics teacher. We further illustrate how a tri-lens approach can provide a more comprehensive portrait of the teacher and argue that this approach can potentially address the complexity of teachers’ design processes when crafting instructional materials.