Affordances from Number Lines in Fractions Instruction: Students’ Interpretation of Teacher’ s Intentions Sitti Maesuri Patahuddin 1 & H. B. Usman 2 & Ajay Ramful 3 Received: 1 April 2016 /Accepted: 29 January 2017 # Ministry of Science and Technology, Taiwan 2017 Abstract Given its pedagogical appeal, the number line is a commonly used repre- sentation in the teaching and learning of fractions. However, behind its apparent simplicity, this mathematical object may involve layers of complexity when looked at from the perspective of affordances as is the case in this study. In particular, this in situ exploration examined the affordances of the number line as a mathematical object in fractions instruction. Watson’ s (Res Math Educ 9(1), 111–126, 2007) analytical frame- work was used to scrutinise moment-by-moment teaching sequences from videotaped data collected from four 7th grade lessons conducted by 2 teachers. The results show the dissonance that may arise between teachers’ intentions and the accompanying students’ interpretations when the number line is the object of discussion. The teachers inadvertently used the area and measurement model of fractions almost simultaneously with the result that students were constrained to make sense of the teachers’ intention. Consequently, the 2 teachers made several instructional attempts to enable the affordances concealed in the number line to become more perceptible. Such instruc- tional attempts took the form of modified tasks, questions, prompts and actions that the teachers brought to the fore spontaneously. Aligning with known difficulties associated Int J of Sci and Math Educ DOI 10.1007/s10763-017-9800-z * Sitti Maesuri Patahuddin sitti.patahuddin@canberra.edu.au H. B. Usman usmanhjbeddu@gmail.com Ajay Ramful a.ramful@mieonline.org 1 Faculty of Education, Science, Technology and Mathematics, University of Canberra, University Drive, Bruce, ACT 2617, Australia 2 Universitas Tadulako, Palu, Indonesia 3 Mauritius Institute of Education, Moka, Mauritius