Using the Number Line to Build Understanding of Fraction Arithmetic

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-03-15 DOI:10.1177/10534512231156878

Taylor Lesner, Marah Sutherland, Cayla Lussier, Ben Clarke

引用次数: 0

Abstract

Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help students represent and solve problems involving addition, subtraction, multiplication, and division with fractions while building conceptual understanding of the underlying operations. Evidence-based strategies for using number line models to teach fraction arithmetic concepts and skills are described and specific examples provided to illustrate how teachers can strategically integrate number line models with other mathematical representations to support the development of flexible understanding of fractions.

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用数轴建立对分数算术的理解

对有数学学习困难或有数学障碍的学生来说，熟练掌握分数算术是一个持续的挑战。这篇文章说明了教师如何使用数轴模型来帮助有困难的学习者理解分数算术。数轴是一个强大的工具，可以用来帮助学生表示和解决涉及分数的加法、减法、乘法和除法的问题，同时建立对基本操作的概念理解。本文描述了使用数轴模型来教授分数算术概念和技能的循证策略，并提供了具体的例子来说明教师如何策略性地将数轴模型与其他数学表示结合起来，以支持对分数的灵活理解的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.

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