Research Article

Enhancing fourth-graders’ fraction number line estimation using digital number lines

Despina Desli 1 * , Kyriaki Apostolidou 1
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1 School of Primary Education, Faculty of Education, Aristotle University of Thessaloniki, Thessaloniki, GREECE* Corresponding Author
Contemporary Mathematics and Science Education, 7(2), July 2026, ep26014, https://doi.org/10.30935/conmaths/19471
Submitted: 29 June 2026, Published: 01 October 2026
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ABSTRACT

This study investigated fourth-grade students’ ability to estimate fractions on a bounded number line ranging from 0 to 1 as well as their views on using digital games in mathematics education. One hundred students completed two estimation tasks before and after an intervention involving three digital number line games over two teaching sessions. In task 1 (number-to-position – NP), students estimated the position of a given fraction on a number line, whereas in task 2 (position-to-number – PN), they estimated the fraction corresponding to a given position. Pre-test performance was moderate (57.9%) and improved significantly following the intervention (76.7%), with the highest post-test performance observed in task 2 (80.4%). In both tasks, students performed better with fractions smaller than one-half. Although participants reported some challenges related to the games, such as duration and mathematical difficulty, they indicated that the games supported their understanding of fractions. Additionally, a majority of students (64%) expressed interest in using digital games in mathematics learning. These findings suggest that digital number line games can enhance students’ fraction estimation skills while promoting positive attitudes toward mathematics learning.
Keywords: number line estimation, digital games, fractions, primary school

CITATION (APA)

Desli, D., & Apostolidou, K. (2026). Enhancing fourth-graders’ fraction number line estimation using digital number lines. Contemporary Mathematics and Science Education, 7(2), ep26014. https://doi.org/10.30935/conmaths/19471

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