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ERIC Number: EJ1404656
Record Type: Journal
Publication Date: 2024
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: EISSN-1538-4810
Available Date: N/A
Using the Number Line to Develop Understanding of Whole Number Magnitude and Operations
Marah Sutherland; David Furjanic; Joanna Hermida; Ben Clarke
Intervention in School and Clinic, v59 n3 p158-164 2024
This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems. The authors draw from the existing research base to describe practices for incorporating number line representations to (a) support students' conceptual understanding of number and (b) teach addition and subtraction computational strategies. Specific examples are provided for teachers to integrate number line representations with other mathematical models to support the development of whole number understanding for students with LD in mathematics.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A