Designing relevant tasks, tools, and communicative strategies – a teacher–researcher driven learning study project

The aim of this paper is to exemplify how relevant mathematical knowledge can be developed through teacher–researcher collaboration in a learning study. Data come from a Swedish primary school,and focus on algebraic thinking in Grade 1. The project designed and tested tasks, tools, and communicative strategies to improve students’ algebraic reasoning. The learning study emphasises an iterative process of planning, implementation, analysis, and dissemination of knowledge. Learning activity was used as a design theory that focuses students’ theoretical thinking. The result includes two types of knowledge products that are relevant when promoting younger students’ theoretical thinking in relation to algebraic equalities. The importance of teacher–researcher collaboration is discussed.