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Using detailed learning pathways to map out students' construction of knowledge in the topic of stoichiometric relations and chemical formulae; we try to find a new structure to teach enduring 'stumbling stones' on every single student's way to a proper chemical understanding. This paper gives insights into the method of process-focused analysis and the associated design experiment. Furthermore, it presents an individual students' strategy to calculate stoichiometric relations that could bedoi:10.31129/lumat.v3i3.1037 fatcat:3qr27dvconhtlcgbdedotcs6yi