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The Number Line in the Elementary Classroom as a Vehicle for Mathematical Thinking

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Mathematical Cognition and Understanding

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Abstract

This chapter builds on research related to the number line by exploring it as a vehicle for mathematical understanding in the naturalistic setting of Grade 2 and Grade 3 elementary classrooms. Starting from pupils’ embodiment of the number line, and explicitly giving emphasis on the nature of the number line, an instructional sequence was designed and organized around number sequence and recognition, addition and subtraction in the domain from 1 through 1000. Using evidence from pupils’ own productions, this chapter points to the role the number line plays in supporting pupils’ sense making, the elaboration of informal strategies, leading to the development of more sophisticated ones.

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Authors and Affiliations

  1. University of Nicosia, Nicosia, Cyprus

    Maria Pericleous

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  1. Maria Pericleous
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Correspondence to Maria Pericleous .

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Editors and Affiliations

  1. Department of Psychology, Campion College at the University of Regina, Regina, SK, Canada

    Katherine M. Robinson

  2. Department of Educational & Counselling Psychology, McGill University, Montreal, QC, Canada

    Adam K. Dubé

  3. Faculty of Education, University of Western Ontario, London, ON, Canada

    Donna Kotsopoulos

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Pericleous, M. (2023). The Number Line in the Elementary Classroom as a Vehicle for Mathematical Thinking. In: Robinson, K.M., Dubé, A.K., Kotsopoulos, D. (eds) Mathematical Cognition and Understanding. Springer, Cham. https://doi.org/10.1007/978-3-031-29195-1_9

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  • DOI: https://doi.org/10.1007/978-3-031-29195-1_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-29194-4

  • Online ISBN: 978-3-031-29195-1

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