Besides professional development, learning study will create an opportunity for teachers to produce insights to be shared with other teachers. Hence, learning study could be seen as a form of knowledge production connected to classroom practice. Due to the specific character of the Learning study process – the systematized work process, the distinct focus on a specific problem, the grounding in a theory, the documentation and dissemination of the study–it is similar to a research project. The ‘results’ from a learning study is a description of critical features for learning identified in classroom practice. The over all aim of my presentation is to discuss how other teachers in other settings could make use of such results. I will report on findings from a study in mathematics building on results from a previous learning study in Hong Kong. These were used as a resource for planning and conducting lessons in five Swedish classrooms. The aim is to describe how and to what extent teachers appropriated and developed ‘results’ from the previous learning study in their teaching. What do they take up from such results? How is this enacted in the classroom?
