In this article, I argue that the common practice across many school mathematics curricula of using a variety of different representations of number may diminish the coherence of mathematics for students. Instead, I advocate prioritising a single representation of number (the number line) and applying this repeatedly across diverse content areas.…

Analyzes two transcripts of children's mathematical behavior to observe the nature of recursive levels and interrelationships among them. Describes several levels of the recursions. (YP)