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Date Created1992-02-06
DescriptionIn this one hour and forty minute unedited video, the 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...
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TitleFraction problems, Sharing and Number Lines, Clip 2 of 5: Equal shares, 3 candy bars for 25 students
DescriptionIn this second of five clips from a single class session, the students consider how 3 candy bars could have been equally distributed among their class of 25. The students had worked on this problem...
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Date Created1992-02-06
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DescriptionIn this 8 minutes whole class discussion about early algebra ideas (specifically with regards to integers), Researcher Robert B. Davis models adding positive and negative integers to a class of...
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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,...
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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,...
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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...
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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...
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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...
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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...
