Chapter 20

Topic-specific Design Research with a Focus on Learning Processes: The Case of Understanding Algebraic Equivalence in Grade 8

Susanne Prediger & Larissa Zwetzschler

We present a case study on these questions that is conducted within the framework of topic-specific Didactical Design Research with focus on learning processes on understanding algebraic equivalence. It is conducted in five cycles between the four working areas specifying and structuring learning goals and contents, developing the design, conducting and analyzing design experiments in laboratory and classroom settings, and developing local theories on teaching and learning processes.