ABSTRACT
This chapter argues that a praxis-based research workshop series (WS) is a suitable format to develop a digital tool which supports children’s early mathematics, both physically in the classroom and digitally on the tablet. The didactic design of the workshops was guided by earlier interdisciplinary research and experiences, and by the model Learning Design Sequence to analyze the transforming and forming processes. Neither the researchers nor the educators knew beforehand what kind of tool would be designed. The educators’ interest and engagement transformed over time, from an aim to “help-the-researchers” to the appreciation of the WS as “in-service-training.” The didactic design of the workshops was also transformed over time. The Covid-19 pandemic challenged the project and made adequate ethical decisions a challenge.
