We present a hypothetical learning trajectory for a sequence of tasks designed for a calculus
module. The purpose of the tasks was to give undergraduates opportunities to use technology to
experiment and make conjectures while developing their understanding of the effects of translations
on graphs. We consider data from task-based interviews with two students. The hypothetical
learning trajectory for this sequence of tasks is compared with the actual learning trajectory of the
students, and we conclude there was some evidence that our learning goals were achieved
