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...
DescriptionIn this clip researcher Carolyn Maher asked Graham what his argument would be for why two fourths could be labeled one half. He replied that one half plus one half would equal a whole and that two...
DescriptionIn the fourth clip researcher Carolyn Maher asked the students to each come up and take a turn placing some fractions on the number line. She called on Gregory to come up first. He placed a one half...
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...
DescriptionThis session marked a departure from those preceding it as it centered around a different activity. Instead of using Cuisenaire rods to represent fractions, the students were provided ribbons, meter...
DescriptionResearcher Maher began the session by discussing the ideas that the students had worked on during the previous session. Then, the students worked in groups and revisited the task: Which is larger, one...
DescriptionResearcher Maher began the session by discussing the ideas that the students had worked on during the previous session. Then, the students worked in groups and revisited the task: Which is larger, one...
DescriptionResearcher Maher began the session by discussing the ideas that the students had worked on during the previous session. Then, the students worked in groups and revisited the task: Which is larger, one...
DescriptionIn the second of eight clips from this session, researcher Carolyn Maher said, “Someone told me that the red rod is half as long as the yellow rod. What do you think?" Danielle responded that the...