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You must be at least 54 inches to ride the roller coaster

a

b

c

d

Figure 4: Roller coaster activity

dents make connections to these concepts when a more reasonable orientation is used.

dents naturally gravitate to the vertical orientation. With seventh and eighth grade students, they typi cally choose the horizontal orientation. However, this is likely a result of their sixth - grade teacher on ly using a horizontal orientation to graph inequali ties.

References

Simms, V., Muldoon, K., & Towse, J. (2013). Plane thinking: Mental representations in number line estimation as a function of ori entation, scale, and counting proficiency. Journal of Experimental Child Psychology, 115 , 468 - 480. Winter, b, & Teenie, M. (2013). More is up … and right: Random number generation along two axes. Proceedings of the Annual Meet ing of the Cognitive Science Society, 35 (35), 3789 - 3794.

Conclusion

Providing opportunities for students to explore multiple representations is an essential practice in mathematics. In creasing access and opportuni ties to use vertical number lines in the classroom will al low students to develop a deeper understanding when comparing numbers, ordering numbers, and graphing ine qualities. Additionally, real world contexts can help stu

Katelyn Devine, Henrico County Public Schools katelyn.devine515@gmail.com contact

Figure 5: Another strategy for students

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