DescriptionThis video was recorded during the first of many research sessions in a yearlong study conducted in a fourth grade classroom by researcher Carolyn Maher and colleagues. At the start of this session, students were introduced to Cuisenaire rods, which they would begin to use as tools for building models to represent fractions as numbers. In the first of eight clips from this session, the researcher posed the first task to the students. She said, “I claim that the light green rod is half as long as the dark green rod. What do you think? What would you do to convince me”? The students proceeded to use the rods to model the problem. The researcher asked Erin to respond. Erin, who had not used rods before, replied that it was true, and reasoned directly by putting two light green rods next to the dark green rod and showing that they were equal in length. Next, the researcher asked the students to name the light green rod if the dark green rod was called one and Kelly and the rest of the class agreed that it would be called one half.
RightsThe video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
Related Publication Type: Related publication Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 1 of 8: Assigning number names to rods Date: 2009 Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Related Publication Type: Related publication Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 1 of 8: Assigning number names to rods Date: 2001 Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)