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Date Created1992-02-07
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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...
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DescriptionAmy Martino leads a whole class discussion during which they talk about ways of writing number sentences for two problems: 1) How many one sixths are in one? and 2) How many one twelfths are in one?...
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DescriptionIn the first of three clips from a single class session, the researcher asks the 4th grade students to explain the mathematical task of the previous day when each of the three small groups within the...
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DescriptionMeredith works with her partner, Michael, as they attempt to write a number sentence that describes how many one sixths are in one. After some discussion with Michael and Amy Martino about the correct...
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DescriptionIn this short clip, James explains to Robert B. Davis his solution to the problem: Which is larger, one fourth or one ninth, and by how much? After some questioning, he explains that the train (i.e.,...
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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...
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DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...
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DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...
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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,...
