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...
DescriptionIn the second clip from this session, researcher Carolyn Maher asked the students if they felt confident to justify their solution to the problem: Which is larger, one half or one third, and by how...
DescriptionIn the second clip, David and Meredith worked on building models to represent their solution to the problem: Which is larger, two thirds or three quarters, and by how much. David first built two...
DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...
DescriptionAs the students were dispersing after class, David called over researcher Carolyn Maher to share his model. He built a balance beam using one vertical and one horizontal rod, placed two light green...
DescriptionIn the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement...
DescriptionIn this clip from 4th grade classroom study, students discuss the placement of numbers between zero and one on a number line. A debate ensues as to how many numbers exist between zero and one. Andrew...
DescriptionIn the fourth of five clips from a single class session, we see two students, Jessica and Andrew, placing unit fractions, ranging from 1/10 to 1/2, on a number line segment with endpoints labelled 0...
DescriptionDuring this session, researcher Carolyn Maher provided the students an opportunity to revisit the task that they had been introduced to during the previous session: Which is larger, two thirds or...
DescriptionIn the third clip researcher Carolyn Maher stated that similarly to the number line going on and on forever, so does the numbers in between zero and one. The students then explored dividing the line...