| Sumario: | Background: Educational technologies typically provide teachers with analytics regarding student proficiency, but few digital tools provide teachers with process‐based information about students' variable problem‐solving strategies as they solve problems. Utilising design thinking and co‐designing with teachers can provide insight to researchers about what educators need to make instructional decisions based on student problem‐solving data. Objectives: This case study presents a collaboration where researchers and teachers co‐designed MathFlowLens, a teacher‐facing dashboard that provides analytics and visualisations about students' diverse problem‐solving strategies and behaviours used when solving online math problems in the classroom. Methods: Over several sessions, teachers discussed, mocked up, and were provided with behavioural data and strategy visualisations from students' math problem‐solving that demonstrated the variability of strategic approaches. Throughout this process, the team documented, transcribed, and used these conversations and artefacts to inform the design and development of the teacher tool. Results and Conclusions: Teachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development.
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