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DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...
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DescriptionResearcher Carolyn Maher began the session in clip 1 by stating that the class was discussing rulers at the end of the prior session. The researcher pointed out that rulers may be constructed...
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DescriptionIn this clip researcher Carolyn Maher asked Graham what his argument would be for why two fourths could be labeled one half. He replied that one half plus one half would equal a whole and that two...
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DescriptionIn the fourth of five clips from this classroom session, the researcher, Amy Martino, returned to Alan and questioned him about the third model that he had built for finding the difference between one...
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DescriptionIn the second of five clips from this classroom session, Alan worked alone at his desk on a new task that the researcher, Amy Martino, had posed. He built models to find the difference between one...
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TitleBuilding large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model?
DescriptionDuring this session, researcher Carolyn Maher provided the students an opportunity to revisit the task that they had been introduced to during the previous session: Which is larger, two thirds or...
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DescriptionIn the fourth clip researcher Carolyn Maher asked the students to each come up and take a turn placing some fractions on the number line. She called on Gregory to come up first. He placed a one half...
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Date Created1993-09-24
DescriptionAs the students were dispersing after class, David called over researcher Carolyn Maher to share his model. He built a balance beam using one vertical and one horizontal rod, placed two light green...
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DescriptionIn the second clip from this session, researcher Carolyn Maher asked the students if they felt confident to justify their solution to the problem: Which is larger, one half or one third, and by how...
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DescriptionIn the seventh clip, Erik and Alan worked to extend their model using the orange and red train to show fourths and halves. They concluded that three fourths was larger than two thirds by one twelfth....
