The construction, refinement, and early validation of the equipartitioning learning trajectory

Abstract

Equipartitioning, a foundational construct of rational number, is introduced in the form of a learning trajectory. Its development is linked to synthesis of research, the conduct of clinical interviews, and the development of related diagnostic assessments. Refinement and validation of a learning trajectory is described as an iterative empirical process that can serve as a prototype for design of other learning trajectories.