ABSTRACT
The purpose of this special issue is to present several research perspectives on learning trajectories with the intention of encouraging the broader community to reflect on, better define, adopt, adapt, or challenge the concept. The issue begins by briefly introducing learning trajectories. The remaining articles provide elaboration, examples, and discussion of the construct. They purposefully are intended to be illustrative, exploratory, and provocative with regard to learning trajectories construct; they are not a set of verification studies.
TABLE OF CONTENTS
chapter 2|14 pages
Explicating the Role of Mathematical Tasks in Conceptual Learning
An Elaboration of the Hypothetical Learning Trajectory
chapter 4|34 pages
On the Construction of Learning Trajectories of Children
The Case of Commensurate Fractions