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Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
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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...
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DescriptionIn clip 4, researcher Carolyn Maher asked the class to determine the number name for the white rod in the first model that had been built, in which the orange and red train was called one. James,...
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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...
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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...
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DescriptionIn the fifth of eight clips from this session, researcher Carolyn Maher asked the class to give a number name for the red rod if the brown rod was called one. Danielle explained that it would be...
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DescriptionAt the start of the first clip, the researcher Carolyn Maher asked the students to solve tasks similar to the ones that they had worked on earlier in the week. She asked Audra to tell her what the...
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DescriptionIn the third clip from this session, the class reviewed the problem: Which is bigger, one half and one third, and by how much? Laura and Jessica built a model to show that one half was larger than one...
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DescriptionIn the third clip, researcher Amy Martino then worked with Mark and Laura. Mark justified his solution using each model he built. The researcher asked Mark if he thought that a different model might...
