Abstract

The number line, a traditional tool in arithmetic classes, continues to find greater acceptance in some of the new mathematics programs. The logic behind some of the applications of “cricket- Jumps,” vectors, or hops1 to and fro on the line seems to give an elementary school child a model suited to his learning level. Thus the jumps of the earlier grades are replaced by moves in the intermediate grades, which are replaced by vector representations in the upper grades. Figure 1 shows the addition of 3 to 2, written 2+3.

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