Central to the saying that “A picture is worth a thousand words” is the notion that it can harbor a wealth of information. A picture or, specifically, a graphic representation, such as a diagram, table, or chart, can contain much information about what a student understands and can do in mathematics. That said, how often do we carefully examine the graphic representations our students generate when doing mathematics?
Amy Scheuermann and Delinda van Garderen
John K. Lannin, Delinda van Garderen and Jessica Kamuru
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.