We discuss the importance of bringing teaching to the forefront of instructional design. We do so by describing the process of developing an instructional sequence for early number, using design research. The instructional sequence was developed with the specific aim of supporting teaching, conceived as a complex and demanding job, not reducible…

This report delineates the outcomes of an intervention conducted with in-service high school educators, focusing on elucidating three distinct scenarios within geometric and arithmetic domains: the infinitely large, infinitely numerous, and infinitesimally close. Grounded in the theoretical framework of conceptual change, it is posited that when…

This paper discusses the design modifications of a sequence of specified learning goals for teaching early number, which characterise an instructional resource developed in a design research collaboration with teachers in Mexican preschools. Highlighted are the types of research involvement that appear to be necessary in designing resources for…

The aim of this research is to propose indicators of epistemic and mediational suitability to assess tasks designed in a mobile learning context, using theoretical and methodological elements of the onto-semiotic approach (OSA) and the SAMR model (substitution, augmentation, modification, and redefinition). With these indicators, 110 tasks…

The initial formation of number concept represents one of the essential aspects of learning mathematics at the primary school. Children commonly show strong difficulties and absence of comprehension of symbolic and abstract nature of concept of number. The objective of the present study was to show the effectiveness of original method for…