This is different from the number line
or chip model because it means a student has to compare the value between two positive numbers to determine what integer will represent a given situation.
The number line
provides a flexible representation that allows students to extend their work to incorporate negative numbers, which occur in a range of conventional contexts including temperatures, banking and elevation below sea level.
Holmes and his colleagues, Vladislav Ayzenberg and Stella Lourenco of Emory University, conducted two experiments to find out what role attention plays in such a mental number line
within a real-life setting.
But some results are counterintuitive: Another group of researchers reported finding a vertical number line
among native Japanese speakers, perhaps reflecting their vertical reading.
The number line
was included to determine if Michael's problem behavior would change when the intervention targeted a skills deficit.
Given the above findings it can be questioned to what extend children with different motor abilities will perform on a number estimation task after they received several interventions in which action control on a digital number line
was made possible.
In contrast, individuals from the same ethnic group who had received formal education used the entire number line
, showing that the more nuanced understanding of the line can be learned and enforced by education and cultural practices, the team found.
The derivative, as developed by Bhaskara, Leibniz, and Newton, contains information at every point of the number line
A common view in the number processing literature is that numerical magnitude is analogically represented in a mental number line
(Dehaene, 1992), formally given by a set of units in which nearby numbers are represented with overlapping distributions of activation (for different implementations of this kind of representation, see Verguts, Fias, & Stevens, 2005).
Two video cameras and several dozen math teachers sitting on risers at the back of the classroom are watching as Katherine slides her fingers across the whiteboard and explains where she would mark the number line
to indicate 3/7.
This book explains how to teach the connections involved in developing number sense, and highlights the key ideas at each stage in children's learning, covering counting, addition and subtraction, the number line
, multiplication and division, written calculations, and teaching approaches.
They also brightened up the wooden slats outside the entrance, and are creating a number line
with paint on paving slabs.