Elisabeth Rystedt is since 2012 a PhD student at Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. Her research interest concerns how pupils in small groups discussions understand and manage tasks involving introductory algebra. The aim is to contribute with knowledge on how pupils appropriate introductory algebra and the kind of challenges they encounter.
The first study, in her licentiate thesis, is an analysis of what contextual resources 12-year-old pupils use when they make sense of the letter n in an algebraic expression. In the second study she analyses how pupils use physical manipulatives as resources in solving equations. Both studies are parts of the VIDEOMAT project.