Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli
{"title":"用数字线教授分数幅度","authors":"Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli","doi":"10.1177/10534512231156885","DOIUrl":null,"url":null,"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.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching Fraction Magnitude Using the Number Line\",\"authors\":\"Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli\",\"doi\":\"10.1177/10534512231156885\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":14475,\"journal\":{\"name\":\"Intervention in School and Clinic\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-03-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Intervention in School and Clinic\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/10534512231156885\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intervention in School and Clinic","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/10534512231156885","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
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.
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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