61
Date Created1990-10-11
DescriptionIn this clip, Stephanie and Dana work on recording their solution to the Towers Problem, introduced in the first clip in this series. As Dana finishes her recording her towers solution individually,...
62
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...
63
Date Created1993-02-26
DescriptionIn the first of five clips, Milin and Michelle I, two fifth grade students are attempting to find all possible towers three cubes tall when selecting from two colors as the sample space for Question 1...
64
TitleBuilding Towers, Selecting from two colors for Guess My Tower, Clip 2 of 5: Does the Number Double?
Date Created1993-02-26
DescriptionIn the 2nd of 5 clips, Stephanie and Matt, two fifth grade students are attempting to find all possible towers four cubes tall when selecting from two colors as the sample space for Question 2 of the...
65
TitleBuilding Towers, Selecting from two colors for Guess My Tower, Clip 5 of 5: Sharing with the Group
Date Created1993-02-26
DescriptionIn this final clip, an exuberant Stephanie presents her understanding of the “doubling rule” to the group of students ( Matt, Michelle I, Michelle R, Milin and Robert) who assembled around a...
66
Date Created1990-10-11
DescriptionAfter the students have worked on the Towers Problem in the Towers series, researcher Alice Alston facilitates a group sharing session. She begins by asking how many towers the students have found and...
67
Date Created1993-02-26
DescriptionIn clip 4 of 5, fifth grade student Matt shares his understanding of Milin’s inductive argument with Robert and Michelle R. who, up to this point, found twelve, four-tall towers. Stephanie...
68
Date Created1993-02-26
DescriptionIn clip three of five, Milin, a fifth grade student, shares his inductive argument for building towers up to 3 cubes tall with researcher Carolyn Maher and his partner, Michelle I. Michelle in turn...
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DescriptionResearcher Carolyn Maher leads a whole class discussion after the students' exploration of the problem: Which is larger, one fourth or one ninth, and by how much? Several students described their...
70
DescriptionAmy Martino introduced division of fractions by asking students to describe how many white rods equal an orange and red train. She then asked the students to name the white rod if the orange and red...
