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.
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.