It sure is a number line, and it works perfectly well with the whole or natural numbers.
The question is “How did the number line become straight, with equally spaced numbers, when the ideas of length and measurement have not yet been developed?”. This is the math version of the “what came first, the chicken or the egg?” question.
And, with zero not there no-one can take my last cupcake.
Tom Lehrer on The New Math
I had forgotten all about this one. It’s as to the point now as it was in the sixties.
I’m now going to look for “I hold your hand in mine, dear”
Click the header to see the video
The vision below came to me the other day, and after reading Anthony Cody’s piece I had to put it up
You can find it at http://blogs.edweek.org/teachers/living-in-dialogue/2014/04/the_classroom_of_the_future_st.html
and it contains what before 1984 we would have called a 1984 scenario:
“In this mode of instruction, these devices become the mediator of almost every academic interaction between students and their teacher, and even one another. Students are assigned work on the device, they perform their work on the device, they share work through the device, and they receive feedback via the device. What is more, the means by which learning is measured—the standardized test—will also be via this device.”
So, it is a classroom in the future.
“Now, children, we are going to measure the classroom. How many Ipads long is the room? And how many wide?”