1
Date Created1992-03-06
DescriptionThis summary has been retrieved from Sran (2010):
“During this third individual interview, Milin discovered his “family” strategy. This helped him with the global organization of his towers of...
2
Date Created1999-03-01
DescriptionThis raw footage features four eleventh-grade students - Amy Lynn, Robert, Shelly, and Stephanie - engaged in a challenging problem-solving experience with a combinatorics task referred to as the...
3
Date Created1999-03-01
DescriptionThis raw footage features four eleventh-grade students - Amy Lynn, Robert, Shelly, and Stephanie - engaged in a challenging problem-solving experience with a combinatorics task referred to as the...
4
Date Created1969
DescriptionThe purpose of the study was to describe the instructional applications of a philosophically based model of a mathematical inquiry to the teaching of mathematics. The first phase of the study...
5
DescriptionIn the fifth clip, researcher Carolyn Maher called the class together. At the overhead, Erin, Jackie, and Jessica had built the six and twelve centimeter models. The researcher asked the class to...
6
DescriptionIn the fourth clip Michael and Brian worked together to compare one half and three fourths.
Michael built a model of an orange and red train, two dark green rods, and four light green rods. He then...
7
DescriptionIn the first clip, researcher Carolyn Maher began the session with a discussion about a model that Mark had made for another class. The model was comprised of a boat, a fish, and two children. The...
8
DescriptionIn the fourth clip, researcher Alice Alston worked with Gregory and Danielle on the task: Which is larger two thirds or one half and by how much? Danielle built two models, one using the dark green...
9
DescriptionIn the fifth clip Michael and Brian extended their model using the orange and red train to show thirds and twelfths in addition to fourths. They showed that the difference between two thirds and three...
10
DescriptionIn the second clip, researcher Carolyn Maher asked the students to build a model to show which is bigger, two thirds or one half, and by how much. The students worked with their partners to solve the...
