“Learning Models” as a Means of Materialising Algebraic Thinking in Joint Actions—Results from a Design Study in Grades 1 and 5 in Sweden

The aim of this chapter, which draws upon data from a design research project based on Davydov’s principles of learning activity, is to exemplify the functions learning models can have in visualising students’ algebraic thinking when they collectively discuss algebraic expressions. The data are comprised of videotaped research lessons in grades 1 and 5, respectively. The analysis indicates that the learning models enhanced the students’ joint exploration of the idea behind algebraic expressions and thus materialised their algebraic thinking in the whole-class discussions in three ways: (1) materialising an argument, (2) materialising a problem, and (3) materialising a collective memory.