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The number sequence hierarchy (INS, TNS, aTNS, ENS, GNS) defined by units coordination and splitting

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Evidence · no claims cited

Description

The article organizes students' concepts of number as a hierarchy — INS, TNS, aTNS, ENS, GNS — defined by the cognitive structures of units coordination and splitting. Drawing on the Steffe & Cobb (1988) number sequence framework and Ulrich's work on the aTNS, the framework distinguishes qualitative differences in students' algebraic reasoning. Interview-based attribution of number sequences predicted performance on splitting tasks and algebraic equation writing in the study.

Design Implications

Context

Requirements

  • Interview-based assessment attributing students' number sequences is needed to apply the framework to individual learners.

Constraints

Target Learners

  • middle-grades students

Target Learning Objectives

  • algebraic reasoning
  • multiplicative reasoning
  • units coordination

Claims

  • Cl Coordinating Three Levels Of Units In Activity Advantages Atns And Ens Students Algebraic Reasoning [+M]
  • Cl Splitting Construction Distinguishes Ens From Atns Students In Algebraic Reasoning [+M]

Examples

Key Sources

  • No author line printed. (2019). Coordinating Units and Students' Algebraic Reasoning: The Role of Three Levels of Units and Splitting Operations. https://eric.ed.gov
Page metadata
Field Value
type theory
title The number sequence hierarchy (INS, TNS, aTNS, ENS, GNS) defined by units coordination and splitting
description The article organizes students' concepts of number as a hierarchy — INS, TNS, aTNS, ENS, GNS — defined by the cognitive structures of units coordination and splitting.
status review
canonical True
generated by claude/unspecified on 2026-09-25
trust unverified — no one has confirmed this page's content
sources 1 — no-author-line-printed-2019

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