Teaching Fraction Magnitude Using the Number Line

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-03-08 DOI:10.1177/10534512231156885

Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli

引用次数: 0

Abstract

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.

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用数字线教授分数幅度

数字线是支持学生理解分数大小的有力工具。分数是小学和中学数学教学的重要组成部分。更具体地说，理解分数大小是数学发展的核心。然而，分数对许多学生来说是一项挑战，尤其是在数学方面有学习障碍或有学习障碍风险的学生。本文分享了（a）规划和实施分数线教学时的关键建议，（b）支持学生理解分数幅度和整体数学成绩的分数线抽样活动，以及（c）帮助学生掌握抽象数字线表示的策略。

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.