DescriptionThis is the first in a series of four clips from this session, which begins with the researcher, Carolyn Maher, placing a transparency with Meredith's number line models on the overhead projector. She then asks the students to take a few minutes to talk with their partner about Meredith's work. A few students raise questions. Michael asks why the third number line has two thirds on the one-half mark. Meredith walks up to the overhead projector to explain the placement of numbers on her line. A discussion resulted, during which Amy asks why there are multiple lines and not just one. The researcher places Alan’s work on the overhead projector and asks the students if they remember Alan’s work. A discussion follows. The researcher then asks the class what the different line models with placement of fractions were trying to show.
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 1 of 4: 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)