In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship between curriculum, pedagogy and assessment. This article will draw on current policy documents and the literature to challenge current assumptions at the national level about what constitutes a learning progression. It will draw briefly on the results of a recently completed, large-scale study on mathematical reasoning in the middle years of schooling to make a case for evidenced-based learning progressions/trajectories as boundary objects in reconnecting and rebalancing the curriculum, pedagogy and assessment relationship to support reform at scale.

近年来，人们的注意力转向了循证学习进展/轨迹的发展，作为确定学习者在对数学的关键方面进行深入、紧密联系的理解时可能采取的途径的一种手段。然而，这项工作对数学课堂发生的事情的影响程度因课程、教学法和评估之间的普遍关系而异。本文将利用当前的政策文件和文献来挑战当前国家层面关于什么是学习进步的假设。它将简要借鉴最近完成的结果，