This manuscript discusses two important ideas for developing student foundational understanding of the number line: (a) student views of the number sequence, and (b) recognizing units on the number line. Various student strategies and activities are included.
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John K. Lannin, Delinda van Garderen, and Jessica Kamuru
Jonathan N. Thomas and David M. Dueber
Through the use of rich examples, we examine the non-verbal ways in which teachers and students may communicate with one another. We will explore how gesture may be used to clarify and enrich interactions in the mathematics classroom.
