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."
|Original language||English (US)|
|Journal||Mathematical Thinking and Learning|
|State||Published - Apr 1 2004|