@article {MATHEDUC.06248020,
author = {Saxe, Geoffrey B. and Shaughnessy, Meghan M. and Gearhart, Maryl and Haldar, Lina Chopra},
title = {Coordinating numeric and linear units: elementary students' strategies for locating whole numbers on the number line.},
year = {2013},
journal = {Mathematical Thinking and Learning},
volume = {15},
number = {4},
issn = {1098-6065},
pages = {235-258},
publisher = {Taylor \& Francis (Routledge), Philadelphia, PA},
doi = {10.1080/10986065.2013.812510},
abstract = {Summary: Two investigations of fifth graders' strategies for locating whole numbers on number lines revealed patterns in students' coordination of numeric and linear units. In study 1, we investigated the effects of context on students' placements of three numbers on an open number line. For one group ($n=24$), the line was presented in a thematic context as a ``race course'', and, for a second group ($n=24$), the line was presented as a conventional number line. Most students in both groups placed consecutive whole numbers at appropriate linear distances, but the thematic context group was more likely to place nonconsecutive whole numbers at appropriate linear distances. In study 2 ($n=24$), students placed numbers on lines marked with two numbers. Most students placed a third number appropriately when the marked numbers were consecutive whole numbers, but not when the labeled numbers were nonconsecutive whole numbers. The findings reveal fifth graders' conceptual difficulties in coordinating numeric and linear units on the number line and a thematic context that can support this coordination.},
msc2010 = {F33xx (C33xx D73xx)},
identifier = {2014a.00553},
}