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
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...
10
DescriptionIn the first clip in a series of seven from the third of seven interviews in which 8th grader Stephanie explores Early Algebraic Ideas about Binomial Expansion, Stephanie arrives with several pages of...
11
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...
12
DescriptionResearcher Amy Martino posed two related tasks to the students. In this clip, the students work on designing a rod that can be called one half when the blue rod is called one. Erik and Alan discuss...
13
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...
14
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...
15
DescriptionAmy Martino began the session by asking the students to discuss the task that they had worked on during the previous two sessions: Which is larger, two thirds or three fourths, and by how much?...
16
Date Created1993-10-11
DescriptionDuring this session, conducted as a whole class discussion, Researcher Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or...
17
Date Created1993-10-11
DescriptionDuring this session, conducted as a whole class discussion, Researcher Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or...
