Traditionally, researchers have evaluated software for learners by observing the meanings and understanding that children derive from interaction with the software. More recently, researchers have used the iterative design process in which a certain tool converges to a final design through successive observations and modifications of an initial tool. In both cases, researchers have concentrated on defining and constraining interface features for the learner with the hope that given interactions and representations will guide and motivate the learner in the right direction. However, children are rarely included in the actual development of the software. In this paper, we describe a project in which children were invited to participate at the formative stage in the research design of component-based mathematics education technology. We outline the research methodologies used to facilitate this process and recommend several strategies for enhancing collaboration between researchers and children.