Student Understanding of Number Line Graphs

Abstract

This paper addresses how students understand number line graphs. Utilizing a Think Aloud interview followed by a reflection-eliciting interview, we investigate how two successful College Algebra students understand what it means to graph a statement with one free variable on a number line. These particular students show a mathematically non-normative understanding of this concept; to wit, they do not view the number line graph as representing a solution set. This study illustrates the importance of future research into how students understand the concept of solution representation via number line graphs.