21
Date Created1990-10-11
DescriptionHaving worked in the previous two clips of this series to create towers three cubes high selecting from two colors, researcher Alice Alston facilitates a group discussion about the students’...
22
Date Created2006-05-12
DescriptionResearchers Carolyn Maher and Liz Uptegrove conduct a group interview with Romina, Angela and Magda as young professionals who have been participants in a long-term study on development of...
23
Date Created1990-10-11
DescriptionAfter a discussion in clip four of this series about how many towers can be built three cubes high when selecting from two colors, researcher Alice Alston asks the students to create towers three...
24
Date Created2002-03-11
DescriptionResearchers Carolyn Maher and John Francisco conduct a group interview with Romina and Jeff as second-year college students who have been participants in a long-term study on development of...
25
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...
26
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...
27
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...
28
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...
29
DescriptionIn the fourth of six clips, the four students develop the structural isomorphism between adding an additional pizza topping choice and the addition rule for successive rows of Pascal’s Triangle and...
30
DescriptionIn the fourth of five clips from a single class session, we see two students, Jessica and Andrew, placing unit fractions, ranging from 1/10 to 1/2, on a number line segment with endpoints labelled 0...
