In the context of the Kaleidoscope Network of Excellence, six European research teams developed a methodology for integrating their research approaches. In this paper, we present the methodology based on a crossexperimentation, showing how it gave insight to the understanding of each team's research and on the relationship between theoretical frameworks and experimental research.

International audienceThis paper presents the methodology developed within TELMA for connecting and integrating the theoretical frames used by the different teams for studying the design and use of interactive learning environments in mathematics education. Two case studies are then analysed and compared in order to illustrate the methodology and the results it can lead to. The papers ends by a more general discussion about the outcomes of the experimental work developed within TELMA and the perspectives it offers for approaching theoretical fragmentation

There has been a growing recognition of the educational potential of computer games. However, it is recognised that the process of designing and deploying technology-enhanced resources in general and games for mathematical learning in particular is a difficult task. This chapter reports on the use of patterns, referred to as p-d patterns, to address this challenge. Based on a review of the literature, a set of typologies of the domain was generated which formed the springboard for the development of over a hundred p-d patterns. These patterns are hierarchical by nature and constitute a pattern language that could be mobilised to facilitate pattern-specific communication and knowledge sharing between communities. Such patterns are, for example, shown to incorporate recurrent themes, such as scaffolding and reflection, instantiated in patterns across both design and deployment. Finally, we will set out how the patterns approach could be consolidated to become the stimulus for a much needed breakthrough in the articulation of how design needs and functionalities constitute theory in the field of designing for learning.

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