Teaching Fraction Magnitude Using the Number Line

被引：1

作者：

Rodrigues, Jessica ^{[1
,2
]}

Locke, Shannon ^{[1
]}

Singell, Emily L. ^{[1
]}

Mirielli, Lindsey G. ^{[1
]}

机构：

[1] Univ Missouri, Columbia, MO USA

[2] Univ Missouri, Coll Educ & Human Dev, Dept Special Educ, 611 Conley Ave, Columbia, MO 65211 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2024年 / 59卷 / 03期

关键词：

learning strategies; academic; intervention; mathematics; disabilities; DIFFICULTIES; GROWTH;

D O I：

10.1177/10534512231156885

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The number line is a powerful tool for supporting students' understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet fractions are challenging for many students, particularly students with or at risk of learning disabilities (LD) in mathematics. This article shares (a) key recommendations when planning and implementing fraction number line instruction, (b) sample fraction number line activities for supporting students' understanding of fraction magnitude and overall mathematics achievement, and (c) strategies for helping students grasp the abstract number line representation.

引用

页码：165 / 172

页数：8

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