“…Consistent with our hypotheses and prior work on the benefits of number line displays (e.g., Fitzsimmons et al, in press; Hamdan & Gunderson, 2017; Mielicki et al, in press; Sidney et al, 2019; Thompson, Taber, et al, 2021), we found that students estimated with less error in the number line ( M = 1.8%, SE = 0.3%) compared to no number line ( M = 2.8%, SE = 0.3%) condition, F (1, 133) = 5.39, p = .022, η p 2 = .04, averaged across grading scale. Additionally, an effect of grading scale, F (2.05, 273.18) = 56.19, p < .001, η p 2 = .30, indicated that, averaged across condition , students estimated with more error in the 387- ( M = 4.5%, SE = 0.4%) and 400-point ( M = 3.5%, SE = 0.4%) courses than the 100- ( M = 0.1%, SE = 0.1%) and 1,000-point ( M = 0.8%, SE = 0.3%) courses ( p < .001), which did not differ, p = .091.…”