Research Base for Number Lines

Charles, R. I., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for elementary and middle school mathematics. Journal of Mathematics Education, 7(3), 9-24.

Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 449-458.

Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental neuropsychology, 33(3), 277-299.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. What Works Clearinghouse.

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental psychology, 48(5), 1229.

Saxe, G. B., Shaughnessy, M. M., Shannon, A., Langer-Osuna, J. M., Chinn, R., & Gearhart, M. (2007). Learning about fractions as points on a number line. The learning of mathematics: Sixty-ninth yearbook, 221-237.

Watanabe, T., Takahashi, A., & Yoshida, M. (2010). Supporting focused and cohesive curricula through visual representations: An example from Japanese textbooks. Mathematics curriculum: Issues, trends, and future directions, 131-144.