Return to Multiple Representations: Number Line strategy page.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79-92.
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental psychology, 48(5), 1229.
The Institute of Education Sciences (IES). (2017). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. NCEE 2009-4060.
Intons-Peterson, M.J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them? Journal of Experimental Psychology, 115(3), 267-280.
Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schonmann, C., Plangger, F., ... & von Aster, M. (2011). Mental number line training in children with developmental dyscalculia. Neuroimage, 57(3), 782-795.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.
Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), 269-289.