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DescriptionIn the seventh clip, Erik and Alan worked to extend their model using the orange and red train to show fourths and halves. They concluded that three fourths was larger than two thirds by one twelfth....
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DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...
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DescriptionIn the second of five clips from this classroom session, Alan worked alone at his desk on a new task that the researcher, Amy Martino, had posed. He built models to find the difference between one...
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DescriptionIn the fourth of five clips from this classroom session, the researcher, Amy Martino, returned to Alan and questioned him about the third model that he had built for finding the difference between one...
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DescriptionIn the third of five clips from this classroom session, David, Erik, and Meredith are building a large model on the floor in an attempt to reconstruct what they had built in a previous session....
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DescriptionIn the fifth of five clips from this classroom session, a visiting researcher asked David, Erik, and Meredith about the large model on the floor, which reflected their attempt to reconstruct the model...
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DescriptionIn the third clip researcher Carolyn Maher asked David to share the theory that he had formulated with the class. David, with some assistance from Erik, said that Meredith had originally built a model...
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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...
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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...
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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...
