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ERIC Number: EJ1169900
Record Type: Journal
Publication Date: 2018-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
Number Sense on the Number Line
Woods, Dawn Marie; Ketterlin Geller, Leanne; Basaraba, Deni
Intervention in School and Clinic, v53 n4 p229-236 Mar 2018
A strong foundation in early number concepts is critical for students' future success in mathematics. Research suggests that visual representations, like a number line, support students' development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction to transition from concrete to visual to abstract representations of mathematics concepts supports students' conceptual understanding. This column describes and illustrates how teachers can use number lines and features of explicit and systematic instruction to support students' early development of number sense.
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: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A