Claus, SebastianPinkwart, Niels2021-01-062021-01-062020https://dl.gi.de/handle/20.500.12116/34580The authors’ prior studies have revealed that it is difficult for some secondary teachers to conduct cooperative learning in math classes. This contribution suggests a workshop series to design a learning platform to support peer cooperation in diverse secondary school classes. Teachers collaboratively create the design in a joint venture with the authors. The usage of the grounded theory methodology in combination with a so-called Learning Study is an excellent fit for the conference’s motto “education realities” and the workshop’s inclusive theme. Four workshop sessions, with dedicated goals to narrow down the scope of the design and to eventually create it, are sketched out.enparticipatory designinclusiondiversitycomputer-supported collaborative learninglearning studygrounded theory methodologyText/Conference Paper10.18420/delfi2020-ws-117