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ERIC Number: EJ618568
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0894-3907
Concrete Representation and Number Line Models: Connecting and Extending.
Kennedy, Paul A.
Journal of Developmental Education, v24 n2 p2-8 Win 2000
States that average and below average students' learning styles tend to be more concretely dimensional. Providing developmental students with physical models (e.g. adding and subtracting of integers using two color chips on a number line) helps them to abstract the more complex meanings and ideas of higher mathematical thought. (PGS)
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A