Hypothetical Learning Trajectory: theoretical and practical advances in research in the Brazilian educational context
DOI:
https://doi.org/10.37001/ripem.v14i2.3880Keywords:
Mathematics Education, Metasynthesis, Constructivism, Mathematics Teaching, Curricular InnovationAbstract
This article addresses theoretical and practical advances in the research of hypothetical learning trajectories (HLT) in the Brazilian educational context. Through a meta-synthesis, 36 dissertations and theses based on HLT were analyzed, revealing various objectives such as the constructivist understanding of mathematics teaching, hypothetical dialogues between teachers and students on mathematical concepts, identification of knowledge mobilized by teachers in the elaboration and development of HLT, and understanding the process of knowledge construction of mathematical concepts by students. The studies are motivated by challenges in the implementation of curricular innovations, especially related to the teacher's practice in the classroom. The article expands the understanding of the various applications of HLT in Brazilian educational research, highlighting it as a theoretical-analytical model that enables the understanding of mathematics teaching from a constructivist perspective, encompassing both student learning and the role of the teacher in the implementation of curricular innovations.
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