depends on what is meant by "HOTs", i guess gilberto. piaget, vygotsky, van hiele, or bloom? each suggest different skills and strategies for their development. one possibility is to start with routine problems to make learners aware of strategies. next show the learners partially solved problem and asked them to complete the solution. finally get the learners to find their own solutions. at each stage get learners to compare and comment on the strategies used. geometry might be a useful context together with van hiele levels, which lead to proof. digital technology might be useful for conjecturing and trying solutions.

depends on what is meant by "HOTs", i guess gilberto. piaget, vygotsky, van hiele, or bloom? each suggest different skills and strategies for their development. one possibility is to start with routine problems to make learners aware of strategies. next show the learners partially solved problem and asked them to complete the solution. finally get the learners to find their own solutions. at each stage get learners to compare and comment on the strategies used. geometry might be a useful context together with van hiele levels, which lead to proof. digital technology might be useful for conjecturing and trying solutions.

The way I understand it is when the student takes it beyond just the factual regurgitation of information and can apply that in analytical and evaluative ways.