International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Unbounded Number Lines Reflect the Complexity of Rational Number Knowledge

Sofia Ikonen, Jake McMullen

University of Turku

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 667–674ISSN 2790-36482026Scopus conference code 336559
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Abstract

Number line estimation tasks have been found to be beneficial for strengthening rational number knowledge, but there are many open questions regarding the kinds of rational number knowledge that are needed to be proficient in the task. In this study, we aimed to deepen our understanding of a previously less explored unbounded number line estimation task by examining 9th graders’ (N=95) qualitatively different answers to unbounded number line estimation tasks, as well as the connections between this and other measures of rational number knowledge. Our results show that students’ knowledge appeared fragmented and that performance in the unbounded number line estimation tasks was able to explain variance in students’ adaptive rational number knowledge. Implications are discussed.

Keywords

rational numbersnumber lineadaptive expertise

Recommended citation

Ikonen, S., & McMullen, J. (2026). Unbounded Number Lines Reflect the Complexity of Rational Number Knowledge. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 667–674). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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