利用数轴加深对整数大小和运算的理解

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-02-24 DOI:10.1177/10534512231156869

Marah Sutherland, David Furjanic, Joanna Hermida, Ben Clarke

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引用次数: 0

摘要

本文说明了教师如何使用数轴来支持有学习障碍(LD)或有学习障碍风险的学生。数轴可以有策略地帮助学生理解数字之间的关系，接近数字组合(即基本事实)，以及表示和解决加法和减法问题。本文借鉴现有的研究基础，描述了将数轴表示结合起来的实践，以(a)支持学生对数字的概念理解，(b)教授加法和减法计算策略。为教师提供了具体的例子，以将数轴表示与其他数学模型相结合，以支持数学LD学生对整数理解的发展。

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Using the Number Line to Develop Understanding of Whole Number Magnitude and Operations

This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems. This article draws from the existing research base to describe practices for incorporating number line representations to (a) support students’ conceptual understanding of number and (b) teach addition and subtraction computational strategies. Specific examples are provided for teachers to integrate number line representations with other mathematical models to support the development of whole number understanding for students with LD in mathematics.

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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.