Making sense of third-grade students’ misunderstandings of the number line
Article Properties
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LanguageEnglish
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DOI (url)
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Publication Date2016/12/09
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Indian UGC (journal)
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Refrences20
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Citations1
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Kathleen Cramer Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota
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Sue Ahrendt Department of Teacher Education, University of Wisconsin, River Falls, Wisconsin
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Debra Monson Department of Teacher Education, University of St. Thomas, St. Paul, Minnesota
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Terry Wyberg Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota
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Christine Miller Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota
Cite
Cramer, Kathleen, et al. “Making Sense of Third-Grade students’ Misunderstandings of the Number Line”. Investigations in Mathematics Learning, vol. 9, no. 1, 2016, pp. 19-37, https://doi.org/10.1080/19477503.2016.1245035.
Cramer, K., Ahrendt, S., Monson, D., Wyberg, T., & Miller, C. (2016). Making sense of third-grade students’ misunderstandings of the number line. Investigations in Mathematics Learning, 9(1), 19-37. https://doi.org/10.1080/19477503.2016.1245035
Cramer, Kathleen, Sue Ahrendt, Debra Monson, Terry Wyberg, and Christine Miller. “Making Sense of Third-Grade students’ Misunderstandings of the Number Line”. Investigations in Mathematics Learning 9, no. 1 (2016): 19-37. https://doi.org/10.1080/19477503.2016.1245035.
Cramer K, Ahrendt S, Monson D, Wyberg T, Miller C. Making sense of third-grade students’ misunderstandings of the number line. Investigations in Mathematics Learning. 2016;9(1):19-37.
Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Identify fractions and decimals on a number line | Teaching Children Mathematics | 8 | 2011 | |
| 10.5951/MTMS.13.8.0490 | 2008 | |||
| 10.5951/MTMS.13.8.0490 | 1988 | |||
| Common Core state standards | 2010 | |||
| Handbook of design research methods in education | 2008 |
Citations
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Profiles of young students’ understanding of fractions on number lines | Eurasia Journal of Mathematics, Science and Technology Education | 2024 |
Citations Analysis
The first research to cite this article was titled Profiles of young students’ understanding of fractions on number lines and was published in 2024. The most recent citation comes from a 2024 study titled Profiles of young students’ understanding of fractions on number lines. This article reached its peak citation in 2024, with 1 citations. It has been cited in 1 different journals. Among related journals, the Eurasia Journal of Mathematics, Science and Technology Education cited this research the most, with 1 citations. The chart below illustrates the annual citation trends for this article.