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7

Date Created1990-10-11

DescriptionThis is the sixth clip in a series of seven of building towers four tall problem using red and blue unifix towers. Another student visited Brian and Jeff’s table and tells them that they got sixteen...

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DescriptionIn clip seven, researcher Carolyn Maher told the students to use the remaining class time to challenge their partners with problems using the rods. Erik asked Alan, “If a light green was one third,...

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DescriptionIn the second of seven clips from an after-school enrichment session in an urban middle school, two 7th grade boys, Ariel and James, are exploring ideas about linear functions. In responding to...

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DescriptionIn the third of seven clips from an after-school enrichment session in an urban middle school, two 7th grade boys, Ariel and James, are exploring ideas about linear functions. When Ariel explains his...

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DescriptionIn the final clip of the series of seven from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, revisits his method for solving a specific example of the Ladder...

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DescriptionIn the fifth of seven clips from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, continues his work on the Ladder Problem. Researcher John Francisco challenges...

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DescriptionIn the fourth of seven clips from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, continues his exploration of ideas about linear functions. Researcher John...

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DescriptionIn the sixth of seven clips from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, continues to apply his method for solving specific examples of the Ladder...

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DescriptionIn the third clip, Alan and Erik worked together on the task: Which is larger two thirds or one half and by how much? Alan first built a model using the dark green rod as one, and the two concluded...

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DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...