1
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...
2
Date Created1993
DescriptionDuring this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted...
3
DescriptionAmy Martino introduced division of fractions by asking students to describe how many white rods equal an orange and red train. She then asked the students to name the white rod if the orange and red...
4
DescriptionIn the first of three clips from a single class session, the researcher asks the 4th grade students to explain the mathematical task of the previous day when each of the three small groups within the...
5
DescriptionAmy Martino leads a whole class discussion during which they talk about ways of writing number sentences for two problems: 1) How many one sixths are in one? and 2) How many one twelfths are in one?...
6
TitleAlan's Infinity
DescriptionIn this clip from 4th grade classroom study, students discuss the placement of numbers between zero and one on a number line. A debate ensues as to how many numbers exist between zero and one. Andrew...
7
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...
8
DescriptionIn the fourth clip from this session, Jessica reported that Jackie and Kelly’s argument was different than their original argument in which they had showed the difference between one half and one...
9
DescriptionIn the second clip from this classroom session, researcher Carolyn Maher posed a challenge. She asked the students to name the red rod if a train of yellow and light green was called two. The...
10
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...
