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...
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...
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...
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...
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...
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...
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....
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...
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...
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...