id: 06248020
dt: j
an: 2014a.00553
au: Saxe, Geoffrey B.; Shaughnessy, Meghan M.; Gearhart, Maryl; Haldar, Lina
Chopra
ti: Coordinating numeric and linear units: elementary students’ strategies
for locating whole numbers on the number line.
so: Math. Think. Learn. 15, No. 4, 235-258 (2013).
py: 2013
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: F33 C33 D73
ut: number line; locating numbers on the number line; numeric units; linear
units; students’ coordinition; strategies; conceptual difficulties;
understanding; consecutive numbers; nonconsecutive numbers; open number
line
ci:
li: doi:10.1080/10986065.2013.812510
ab: 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.
rv: