DescriptionThis is the second in a series of four clips from this session. The students discuss Meredith’s placement of fractions on a number line. Erik conjectures that a person would be confused with all the numbers on the multiple line models. Jessica and Alan offer interpretations. The researcher, Carolyn Maher, asks the students what the regions represent above the number line that label thirds. Erik and Alan walk up to the projector to offer an explanation. Meredith walks up to the projector to point to the two-thirds region. A debate follows among Erik, Alan and Meredith. Mark and Brian conjecture that the placement of the numbers on intervals may be misinterpreted. The researcher explains the common mathematical convention to place labels for numbers under the number line. Then, Alan walks up to the projector to show the class how thirds can be placed on intervals of a line segment partitioned in thirds. He shows how thirds can be used to represent points on a segment of the number line labeling one third, two thirds and three thirds, respectively, beneath the indicated marks.
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 Number Line Models and Placing Numbers on the Big Number Line, Clip 2 of 4: Discussion of Meredith’s Number Line Models Date: 2010-05-01 Detail: Dissertation available in digital format in the Rutgers University Libraries dissertation collection. Author: Schmeelk, Suzanna E., 1979- (Rutgers Graduate School of Education)