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Date Created2014-02-07
DescriptionDuring this session, Carolyn Maher asked the students to find the number of one third meter long bows from three, nine, twenty-seven, and eighty-one meters of ribbon. The students worked in partners...
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DescriptionIn the first clip from this session, researcher Carolyn Maher reminded the students that they had compared the fractional numbers one half and one third. For homework they had written about their...
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DescriptionIn the fourth clip from this classroom session, researcher Carolyn Maher led a whole class discussion. She told the class that she gave each of the two adults who were in the room half a chocolate bar...
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TitleBuilding large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model
DescriptionAt the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than...
24
Date Created1993
DescriptionThis is the fourth in a series of four clips from this session. The researcher, Carolyn Maher, invites the students to take turns placing a number that they have been thinking of onto the big number...
25
Date Created1993
DescriptionThis is the third in a series of four clips from this session. The researcher, Carolyn Maher, asks the students where they would place the number “one” on the number line that Alan had made. The...
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DescriptionIn the third clip researcher Carolyn Maher stated that similarly to the number line going on and on forever, so does the numbers in between zero and one. The students then explored dividing the line...
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TitleBuilding large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model
DescriptionAt the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than...
28
Date Created1993
DescriptionThis is the second in a series of four clips from this session. The students discuss Meredith’s placement of fractions on a number line. Erik conjectures that a person would be confused with all...
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DescriptionResearcher Carolyn Maher leads a whole class discussion after the students' exploration of the problem: Which is larger, one fourth or one ninth, and by how much? Several students described their...
