201
DescriptionIn the third clip, Alan and Erik worked together on the task: Which is larger two thirds or one half and by how much? Alan first built a model using the dark green rod as one, and the two concluded...
202
DescriptionIn the second clip, Kimberly and Audra worked together on the task: Which is larger one half or three fourths. Kimberly built a model using an orange and red train, two dark green rods, and four light...
203
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...
204
DescriptionIn the third clip, researcher Amy Martino then worked with Mark and Laura. Mark justified his solution using each model he built. The researcher asked Mark if he thought that a different model might...
205
DescriptionIn the first clip a visitor worked with Danielle and Gregory on the second task of comparing two third and one half. Danielle showed her using the twelve-centimeter long model, that three fourths was...
206
TitleBuilding large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model
DescriptionAt the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than...
207
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...
208
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...
209
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...
210
DescriptionIn the second clip, researcher Carolyn Maher asked the students what the model that was next in size would look like. Brian said that it would equal the length of twenty-four white rods. The...
