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Cognition and Instruction Volume 28, 2010 - Issue 4
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Original Articles

Supporting Generative Thinking About the Integer Number Line in Elementary Mathematics

Geoffrey B. Saxe University of California, Berkeley
,
Darrell Earnest University of California, Berkeley
,
Yasmin Sitabkhan University of California, Berkeley
,
Lina C. Haldar University of California, Berkeley
,
Katherine E. Lewis University of California, Berkeley
&
Ying Zheng University of California, Berkeley
Pages 433-474 | Published online: 11 Oct 2010

Citations (19)

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Read on this site (7)

Darrell Earnest. (2019) The invisible quantity: time intervals in early algebra / La cantidad invisible: los intervalos de tiempo en el álgebra temprana. Journal for the Study of Education and Development 42:3, pages 664-720.
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Katherine E. Lewis. (2017) Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability. Journal of the Learning Sciences 26:2, pages 320-365.
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Caitlin C. Brez, Angela D. Miller & Erin M. Ramirez. (2016) Numerical Estimation in Children for Both Positive and Negative Numbers. Journal of Cognition and Development 17:2, pages 341-358.
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Erin E. Reid, Arthur J. Baroody & David J. Purpura. (2015) Assessing Young Children's Number Magnitude Representation: A Comparison Between Novel and Conventional Tasks. Journal of Cognition and Development 16:5, pages 759-779.
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Jessica M. Tsang, Kristen P. Blair, Laura Bofferding & Daniel L. Schwartz. (2015) Learning to “See” Less Than Nothing: Putting Perceptual Skills to Work for Learning Numerical Structure. Cognition and Instruction 33:2, pages 154-197.
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Darrell Earnest. (2015) From Number Lines to Graphs in the Coordinate Plane: Investigating Problem Solving Across Mathematical Representations. Cognition and Instruction 33:1, pages 46-87.
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Geoffrey B. Saxe, Meghan M. Shaughnessy, Maryl Gearhart & Lina Chopra Haldar. (2013) Coordinating Numeric and Linear Units: Elementary Students’ Strategies for Locating Whole Numbers on the Number Line. Mathematical Thinking and Learning 15:4, pages 235-258.
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Articles from other publishers (12)

Katherine E. Lewis, Gwendolyn Sweeney, Grace M. Thompson & Rebecca M. Adler. (2020) Integer number sense and notation: A case study of a student with a mathematics learning disability. The Journal of Mathematical Behavior 59, pages 100797.
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Laura Bofferding & Andrew Hoffman. (2019) Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures. The Journal of Mathematical Behavior 56, pages 100721.
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Geoffrey B. Saxe & Joshua Sussman. (2019) Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers. Educational Researcher 48:7, pages 452-465.
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Rahma Wahyu, Purwanto, I Nengah Parta & Rustanto Rahardi. (2019) How Students Non-Generative Thinking Identifying Parallelogram?. Journal of Physics: Conference Series 1188, pages 012062.
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Sashank Varma, Kristen P. Blair & Daniel L. Schwartz. 2019. Constructing Number. Constructing Number 307 327 .
Purav Patel & Sashank Varma. (2018) How the Abstract Becomes Concrete: Irrational Numbers Are Understood Relative to Natural Numbers and Perfect Squares. Cognitive Science 42:5, pages 1642-1676.
Crossref
Arthur J. Baroody. 2017. The Development of Early Childhood Mathematics Education. The Development of Early Childhood Mathematics Education 43 94 .
Katherine E. Lewis. (2017) Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities (Reprint). Journal of Education 196:2, pages 39-57.
Crossref
Geoffrey B. Saxe, Kenton de Kirby, Bona Kang, Marie Le & Alyse Schneider. (2015) Studying Cognition through Time in a Classroom Community: The Interplay between “Everyday” and “Scientific Concepts”. Human Development 58:1, pages 5-44.
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Geoffrey B. Saxe, Kenton de Kirby, Marie Le, Yasmin Sitabkhan & Bona Kang. 2015. Approaches to Qualitative Research in Mathematics Education. Approaches to Qualitative Research in Mathematics Education 253 318 .
Geoffrey B. Saxe, Ronli Diakow & Maryl Gearhart. (2012) Towards curricular coherence in integers and fractions: a study of the efficacy of a lesson sequence that uses the number line as the principal representational context. ZDM 45:3, pages 343-364.
Crossref
Herbert P. Ginsburg, Azadeh Jamalian & Samantha Creighan. 2013. Reconceptualizing Early Mathematics Learning. Reconceptualizing Early Mathematics Learning 83 120 .

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