ERIC Number: EJ1157277
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Life on the Number Line: Routes to Understanding Fraction Magnitude for Students with Difficulties Learning Mathematics
Gersten, Russell; Schumacher, Robin F.; Jordan, Nancy C.
Journal of Learning Disabilities, v50 n6 p655-657 Nov-Dec 2017
Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number lines broaden the concept of fractions for students who are tied to the more general part-whole representations of area models. We also discuss how number lines, compared to other representations, are a superior and more mathematically correct way to explain fraction concepts.
Descriptors: Numbers, Number Systems, Fractions, Mathematical Models, Number Concepts, Teaching Methods, Elementary School Mathematics, Mathematical Aptitude
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: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C100004