Expanding hypothetical learning trajectory in mathematics instructional

Abstract

The purpose of this article is to present a description of Hypothetical Learning Trajectory (HLT) which can be used as an instrument in mathematics learning activities in the classroom. More than 25 years, HLT has been introduced and developed in every learning especially mathematics learning. An HLT is developed based on the learning objectives, characteristics of students and the material to be taught. In HLT contains three important things that are: (1) learning objectives, (2) learning activities used in building students' knowledge, and (3) allegations of the learning activities process. This article uses a literature review of previous theories. HLT can be developed with various learning methods that are adjusted to the characteristics of students and the material to be taught. However, this article only discusses important things that need to be considered in the development of HLT in mathematics learning. So that it is obtained that HLT can help students in building knowledge in a reflective manner.