1
Date Created2014-02-18
DescriptionThis session was recorded on the first of two days during which a group of students explored the concepts of surface area and volume while using Cuisenaire rods as manipulative and context for a...
2
Date Created2005-12-15
DescriptionIn the fifth of six clips from an after-school enrichment session in an urban middle school, James, a 7th grade boy completing a unit about linear functions, has finished his written solution for the...
3
Date Created2005-12-15
DescriptionIn the fourth of six clips from an after-school enrichment session in an urban middle school, James, a 7th grade boy completing a unit about linear functions, continues his work on the Museum problem....
4
Date Created2005-12-15
DescriptionIn the last of six clips from an after-school enrichment session in an urban middle school,
James, a 7th grade boy completing a unit about linear functions, is asked by researcher Markus Hahkioniemi...
5
Date Created2007-05-17
DescriptionIn the second of five clips from a follow-up interview about his participation in Informal Mathematics Learning (IML), an after-school enrichment program, Ariel, an 8th grade student in an urban...
6
Date Created2007-05-17
DescriptionIn the third of five clips from a follow-up interview, 8th grade student, Ariel, revisits his reasoning from his 7th grade experience in an after-school enrichment session in an urban middle school....
7
DescriptionIn the third of five clips from this classroom session, David, Erik, and Meredith are building a large model on the floor in an attempt to reconstruct what they had built in a previous session....
8
DescriptionIn the fifth of five clips from this classroom session, a visiting researcher asked David, Erik, and Meredith about the large model on the floor, which reflected their attempt to reconstruct the model...
9
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...
10
DescriptionIn the second clip from this session, researcher Carolyn Maher asked the students if they felt confident to justify their solution to the problem: Which is larger, one half or one third, and by how...
