Designing an Early Number Sequence for Teaching

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 teaching meaningful mathematics at scale. We argue that, and illustrate how, such involvements need to venture beyond addressing the problems of learning, into the territory of problems of teaching.