The Number Line Model for Conceptual Understanding of Fractions
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Publisher:Ohio Council of Teachers of Mathematics
Citation:Ohio Journal of School Mathematics, no. 69 (2014), 7-11.
This paper outlines misconceptions related to the number line model for describing fractions. Examples of student work from a local research project are provided to illustrate these misconceptions. Instructional strategies for representations and academic language to be used when working with the number line model are described.