31
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...
32
DescriptionIn the third clip researcher Carolyn Maher asked David to share the theory that he had formulated with the class. David, with some assistance from Erik, said that Meredith had originally built a model...
33
DescriptionAmy Martino introduced division of fractions by asking students to describe how many white rods equal an orange and red train. She then asked the students to name the white rod if the orange and red...
34
DescriptionAmy Martino leads a whole class discussion during which they talk about ways of writing number sentences for two problems: 1) How many one sixths are in one? and 2) How many one twelfths are in one?...
35
DescriptionIn the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was...
36
Date Created1993
DescriptionDuring this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted...
37
DescriptionIn the fifth clip from this classroom session, researcher Carolyn Maher asked the class to compare one half and one third and determine which is larger and by how much. The class worked on this...
38
Date Created1993
DescriptionThis is the first in a series of four clips from this session, which begins with the researcher, Carolyn Maher, placing a transparency with Meredith's number line models on the overhead projector. ...
39
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...
40
DescriptionResearcher Amy Martino posed two related tasks to the students that highlighted the difference between additive and multiplicative reasoning. First, she asked the students: If we call the orange...
