6
Date Created1992-03-06
DescriptionThis one-on-one interview between Researcher Carolyn Maher and Stephanie was an 85-minute discussion that occurred in the 4th grade about two weeks after Stephanie’s second interview with researcher...
7
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...
8
Date Created1993
DescriptionThe students work on the task: If the orange rod is called fifty, what number name would I give the white rod? Sarah and Beth offer an answer immediately, and are questioned by researcher Amy Martino...
9
DescriptionIn the fourth clip Michael and Brian worked together to compare one half and three fourths.
Michael built a model of an orange and red train, two dark green rods, and four light green rods. He then...
10
DescriptionDanielle and Gregory presented their model to represent the solution to the problem: Which is larger one half or one fourth and by how much. They built a model of an orange and dark green train, two...
11
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...
12
Date Created1993
DescriptionResearcher Amy Martino asked the students to assign a number name to the white rod when the orange rod was called ten. After discussing the problem with their partners, the students joined in a whole...
13
Date Created1993
DescriptionIn this clip, researcher Amy Martino leads a class discussion that centers on the task: If I call the orange rod one, what number name would I give two whites? Some students suggest the number name...
14
DescriptionIn the fifth and final clip from this session, researcher Carolyn Maher asked Jessica to re-explain her original model. Jessica restated her argument, saying that the model showed that one half was...
15
DescriptionIn the third clip David, Meredith, Erik, and Alan worked to build models on the floor using rods. David built a model to test his conjecture, while Erik continued working on the thirty-six centimeter...
