Type:
Volume:
6(2)
Pages:
227-260
Year:
2004
Publisher:
Mathematical Thinking and Learning
Abstract:
In this commentary, we first outline several frameworks for analyzing the articles in this issue. Next, we discuss Clements and Sarama's overview and the issue hypothetical learning trajectories (HLTs) in general. We then analyze each of the other contributions. We conclude our commentary by offering a vision of HLTs that includes a key role for "big ideas."
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education