
06248020
j
2014a.00553
Saxe, Geoffrey B.
Shaughnessy, Meghan M.
Gearhart, Maryl
Haldar, Lina Chopra
Coordinating numeric and linear units: elementary students' strategies for locating whole numbers on the number line.
Math. Think. Learn. 15, No. 4, 235258 (2013).
2013
Taylor \& Francis (Routledge), Philadelphia, PA
EN
F33
C33
D73
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
doi:10.1080/10986065.2013.812510
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.