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
DescriptionThis clip is the first of six featuring four grade 11 students, Robert, Stephanie, Shelly, and Amy Lynn, as they construct and justify solutions to the Pizza Problem. This clip focuses on Stephanie...
6
DescriptionIn the final clip the students generalize the exponential structure of the Pizza Problem and describe the relationship between two consecutive rows of Pascal’s Triangle with reference both to the...
7
DescriptionResearcher Amy Martino led a whole class discussion that focused on solutions to the task: I'm going to call the orange and light green together one…Can you find a rod that has the number name one...
8
DescriptionIn the second of 6 clips, the four 11th grade students generate an exhaustive list of pizza options choosing from 4 toppings. They recognize that the 16 choices correspond to the fourth row of...
9
DescriptionIn this fifth of six clips, four 11th grade students reconsider Pascal's Triangle as it relates to the Pizza Problem and connect this problem with the Towers Problem. As the students summarize their...
10
DescriptionResearcher Amy Martino posed two related tasks to the students that highlighted the difference between additive and multiplicative reasoning. First, she asked the students: If we call the orange...
