Much of a teacher’s practice and professional learning remains unseen despite recent calls to incorporate practice-based and inquiry-based approaches to improve mathematics instruction. Although the idea of pedagogical reasoning and action can provide a way to unpack these unseen aspects of practice, it remains to be seen how a teacher’s actions and thinking can be made visible. In this paper, we present a case of how a teacher’s pedagogical reasoning is made visible through pedagogical documentation, which suggests the possibility of using documentation to unpack these unseen aspects of a teacher’s practices.

This study was funded by Singapore Ministry of Education (MOE) under the MOE Academy Fund Programme (AFD 06/17 CBH) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore.