Using the Number Line to Build Understanding of Fraction Arithmetic

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 a...

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Bibliographic Details
Published in:Intervention in school and clinic 2024-01, Vol.59 (3), p.191-198
Main Authors: Lesner, Taylor, Sutherland, Marah, Lussier, Cayla, Clarke, Ben
Format: Article
Language:English
Subjects:
Arithmetic
Competence
Conceptual knowledge
Fractions
Learning disabilities
Mathematical problems
Mathematics
Multiplication
Teachers
Teaching methods
Understanding
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Description
Summary: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.
ISSN:1053-4512
1538-4810
DOI:10.1177/10534512231156878