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Date Created2014-04-27
DescriptionIn this task-based interview Brandon, a 10-year-old 4th grade boy, shares his ideas with the researcher, Amy Martino, about two problems that he had solved in earlier class sessions. In the first...
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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...
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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...
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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...
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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...
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DescriptionDuring this clip, the students discuss a task that had been posed by Erik: If I call the blue rod one, what rod will I call one half? A lively discussion centering on the definition of one half...
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DescriptionResearcher Amy Martino posed two related tasks to the students. In this clip, the students work on designing a rod that can be called one half when the blue rod is called one. Erik and Alan discuss...
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DescriptionThis raw footage consists of three separate interviews in one video. The first with Stephanie, the second with Michelle, and the third with Milin.
The interview with Stephanie and Researcher Maher was...
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DescriptionIn the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement...
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DescriptionIn this clip, the first of five clips from a single class session, the researcher asks the students to review how they were able to show that 1/4 is larger than 1/9 by 5/36. The students had worked...
