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17
Analytic icon 1 Analytic found
Date Created2015-12-09
DescriptionResearcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class...
18
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...
19
Date Created2015-12-09
DescriptionResearcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class...
20
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...
21
Analytic icon 3 Analytics found
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
22
Analytic icon 2 Analytics found
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
23
Analytic icon 2 Analytics found
Date Created1993-10-29
DescriptionIn this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the...
24
Analytic icon 2 Analytics found
DescriptionIn the fifth clip from this classroom session, researcher Carolyn Maher asked the class to compare one half and one third and determine which is larger and by how much. The class worked on this...
25
DescriptionIn clip 4, researcher Carolyn Maher asked the class to determine the number name for the white rod in the first model that had been built, in which the orange and red train was called one. James,...
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DescriptionIn the fourth clip researcher Carolyn Maher asked the students to each come up and take a turn placing some fractions on the number line. She called on Gregory to come up first. He placed a one half...