Learning algebra is difficult for many students. Recent reviews highlight the need for more research on challenges students encounter when learning about equations and studies of learning in real classrooms. This paper reports on a small-scale experiment aimed at investigating how teaching design affect Grade 6 students’ equation solving, with a focus on the comparison between direct instruction and guided construction. Our results indicate that teaching design affect what approaches students learn, but to a lesser extent their proficiency in solving equations, in line with similar studies investigating other mathematical topics. Based on these findings, we provide suggestions for development of guided construction designs that support student’s equation learning.