Description
TitleFraction as number, an introduction, Clip 8 of 8: Emphasizing precise language in problem posing
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-20
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 [referring to the white rod] a seventh, what would a whole be?" Sarah lined seven white rods against the black rod and concluded directly that the black rod would be called one. Researcher Carolyn Maher approached the girls during their problem posing as Meredith is talking. As the researcher interacts with the girls, she asks them questions to seek clarification. Then she emphasized the importance of using precise language when posing problems by remarking "You have to be careful how you say it."
RightsThe video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
Date Captured1993-09-20
Local IdentifierA74A75A76-FRC-CMPRF-CLIP008
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 8 of 8: Emphasizing precise language in problem posing
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 8 of 8: Emphasizing precise language in problem posing
Date: 2001
Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)
Name: Tracing the growth in understanding of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Source
Title: A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
Identifier: A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
Identifier: A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier: A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW