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Date Created2014-02-18
DescriptionThis session was recorded on the first of two days during which a group of students explored the concepts of surface area and volume while using Cuisenaire rods as manipulative and context for a...
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DescriptionIn the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement...
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DescriptionIn this clip, the first of five clips from a single class session, the researcher asks the students to review how they were able to show that 1/4 is larger than 1/9 by 5/36. The students had worked...
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DescriptionIn the fourth of seven clips from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, continues his exploration of ideas about linear functions. Researcher John...
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DescriptionIn the sixth of seven clips from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, continues to apply his method for solving specific examples of the Ladder...
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Date Created2005-12-15
DescriptionIn the fifth of six clips from an after-school enrichment session in an urban middle school, James, a 7th grade boy completing a unit about linear functions, has finished his written solution for the...
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Date Created2005-12-15
DescriptionIn the fourth of six clips from an after-school enrichment session in an urban middle school, James, a 7th grade boy completing a unit about linear functions, continues his work on the Museum problem....
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DescriptionIn the second clip, David and Meredith worked on building models to represent their solution to the problem: Which is larger, two thirds or three quarters, and by how much. David first built two...
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DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...
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DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...
