9

4 Analytics found

TitleB64, Stephanie third of three interview sessions when she used a case-based method for all heights below and including four-tall Towers problems (work view), Grade 4, March 6, 1992, raw footage

Date Created1992-03-06

DescriptionThis one-on-one interview between Researcher Carolyn Maher and Stephanie was an 85-minute discussion that occurred in the 4th grade about two weeks after Stephanie’s second interview with researcher...

10

1 Analytic found

TitleB65, Jeff and Michelle classwork of the five-tall Towers problem (work view), Grade 4, Feb 6, 1992, raw footage

Date Created1992-02-06

DescriptionThe fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At the beginning of the session, there are two sheets of paper posted on the board with the following...

11

1 Analytic found

TitleB60, Milin and Michael classwork of the five-tall towers problem (work view), Grade 4, Feb 6, 1992, raw footage

Date Created1992-02-06

DescriptionThe fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At the beginning of the session, there are two sheets of paper posted on the board with the following...

12

3 Analytics found

TitleB62, Stephanie's and Milin's second of three interview sessions and Michelle's second of two interview sessions revisiting five-tall Towers and other heights (work view), Grade 4, Feb 21, 1992, raw footage

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...

13

2 Analytics found

TitleFraction as number, an introduction, Clip 7 of 8: Erik and Alan pose problems as partners

DescriptionIn clip seven, researcher Carolyn Maher told the students to use the remaining class time to challenge their partners with problems using the rods. Erik asked Alan, “If a light green was one third,...

14

1 Analytic found

TitleFraction as number, an introduction, Clip 1 of 8: Assigning number names to rods

DescriptionThis video was recorded during the first of many research sessions in a yearlong study conducted in a fourth grade classroom by researcher Carolyn Maher and colleagues. At the start of this session,...

15

1 Analytic found

TitleFraction as number, an introduction, Clip 5 of 8: What is the unit?

DescriptionIn the fifth of eight clips from this session, researcher Carolyn Maher asked the class to give a number name for the red rod if the brown rod was called one. Danielle explained that it would be...

16

TitleFraction as number, an introduction, Clip 8 of 8: Emphasizing precise language in problem posing

DescriptionDuring the eighth and final clip from this session, Meredith and Sarah are working together to make up problems for one another to solve with the rods. Meredith asks Sarah "If you called one...

17

1 Analytic found

TitleReviewing rod relationships and the candy bar problem, Clip 2 of 6: What is the number name for red when the yellow and light green rod is two? Brian and Jacquelyn

DescriptionIn the second clip from this classroom session, researcher Carolyn Maher posed a challenge. She asked the students to name the red rod if a train of yellow and light green was called two. The...

18

5 Analytics found

TitleComparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model

DescriptionIn the fourth clip from this session, Jessica reported that Jackie and Kelly’s argument was different than their original argument in which they had showed the difference between one half and one...