Computers in mathematics education : Training the mental number line

Abstract

Number magnitude is often described to be represented along a mental number line. In children, the accuracy of this mental number line seems to be associated with other basic numerical/arithmetic competencies. As a consequence, specific number line trainings have been developed. Evaluations indicated improvements not only in number line accuracy but also other numerical (e.g., magnitude comparison) and arithmetic tasks (e.g., mental addition) not trained directly. Importantly, this was observed for both board games as well as first computer-supported number line trainings. However, computer technology progresses rapidly. In this literature review, we specifically focus on the issues of multi-player learning environments and embodied interactions as new opportunities for training the mental number line. Regarding multi-player environments we discuss the adaptivity of learning environments needed to ensure balanced success rates in such trainings. As regards embodied interaction, we elaborate on new trainings allowing for bodily experiences of numerical concepts with new motion sensitive input devices and tangible user interfaces combining benefits of physical manipulatives with digitally provided symbolic information. We conclude that the latest developments in computer technology open up new directions for the training of the mental number line in particular and numerical/arithmetical competencies in general.