Abstract
The number line has been proposed as a central construct used by students to solve a range of mathematics problems. Given the capacity of number lines to represent all real numbers and to be used in a variety of contexts, there have been calls to increase the use of number lines in mathematics instruction. However, due to the recency of these recommendations coupled with the myriad ways in which number lines can be used, little hands-on guidance has been provided how best to leverage number lines in mathematics instruction. This special series details five areas in which teachers can use number lines to support acquisition of critical mathematics concepts and skills.
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