RUcore: Rutgers University Community Repository
Taxicab problem, clip 1 of 5: the shortest distance between two points.
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Taxicab problem, clip 1 of 5: the shortest distance between two points.
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A02A26-GMY-TAXI-CLIP001
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000054816
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English
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Action research
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Brian (Kenilworth, student)
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Romina (student)
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Michael A. (Kenilworth, student)
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David Brearley High School (Kenilworth, N.J.)
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Mathematics education
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Critical thinking in children--New Jersey--Case studies
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9-12
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12
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UNITED STATES
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New Jersey
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Kenilworth (N.J.)
Abstract
(type = summary)
In the first of five clips, four twelfth grade students develop their initial strategies for approaching the Taxicab Problem. They determine the shortest distances to the three given points: A, B and C, and they successfully identify the number of shortest paths to the point A. They divide into pairs and begin to identify ways to find the number of shortest paths to Points B and C as they continue to investigate the problem.
PROBLEM STATEMENT: The problem was presented to the students with an accompanying representation on a single (fourth) quadrant of a coordinate grid of squares with the “taxi stand” located at (0,0) and the three “pick-up” points A (blue), B(red) and C(green) at (1,-4), (4,-3) and (5,-5) respectively, implying that movement could only occur horizontally or vertically toward a point. The problem states that: A taxi driver is given a specific territory of a town, as represented by the grid. All trips originate at the taxi stand. One very slow night, the driver is dispatched only three times; each time, she picks up passengers at one of the intersections indicated on the map. To pass the time, she considers all the possible routes she could have taken to each pick-up point and wonders if she could have chosen a shorter route. What is the shortest route from the taxi stand to each point? How do you know it is the shortest? Is there more than one shortest route to each point? If not, why not? If so, how many? Justify your answers.
PROBLEM STATEMENT: The problem was presented to the students with an accompanying representation on a single (fourth) quadrant of a coordinate grid of squares with the “taxi stand” located at (0,0) and the three “pick-up” points A (blue), B(red) and C(green) at (1,-4), (4,-3) and (5,-5) respectively, implying that movement could only occur horizontally or vertically toward a point. The problem states that: A taxi driver is given a specific territory of a town, as represented by the grid. All trips originate at the taxi stand. One very slow night, the driver is dispatched only three times; each time, she picks up passengers at one of the intersections indicated on the map. To pass the time, she considers all the possible routes she could have taken to each pick-up point and wonders if she could have chosen a shorter route. What is the shortest route from the taxi stand to each point? How do you know it is the shortest? Is there more than one shortest route to each point? If not, why not? If so, how many? Justify your answers.
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Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (2000). Taxicab problem, clip 1 of 5: the shortest distance between two points. [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000054816
Note
(type = available formats)
Available in QuickTime streaming and downloadable Flash digital video files.
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Maher
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Carolyn Alexander
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Rutgers, the State University of New Jersey
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2000-05-05
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TitleInfo
Title
So let's prove it!: emergent and elaborated mathematical ideas and reasoning in the discourse and inscriptions of learners engaged in a combinatorial task / by Arthur B. Powell.
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000054821
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A02, Taxicab problem: full session, grade 12, May 5, 2000, raw footage.
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A02-20000505-KNWH-SV-AFTRS-GR12-GMY-TAXI-RAW
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A26, Taxicab problem: full session, grade 12, May 5, 2000, raw footage
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Robert B. Davis Institute for Learning Mathematics Education Collection
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Ph.D. dissertation references the video footage that includes Taxicab problem, clip one of five.
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New Brunswick, NJ
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Dissertation available in digital and paper formats in the Rutgers University Libraries dissertation collection.
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So let's prove it!: emergent and elaborated mathematical ideas and reasoning in the discourse and inscriptons of learners engaged in a combinatorial task .
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000054821
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Dissertation available in digital and paper formats in the Rutgers University Libraries dissertation collection.
Identifier
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doi:10.7282/T39W0FBQ
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Rights
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The 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.
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Copyright protected
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Open
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Publication
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Unpublished
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Robert B. Davis Institute for Learning
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732-932-7496, ext. 8262
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Rutgers Graduate School of Education
10 Seminary Place
New Brunswick, NJ 08901-1183
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
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Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
2009-11-03
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Non-exclusive license to digitize and make openly available the videos and other collection resources of the Institute is on file in the office of the RUcore Collections Manager.
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Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
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Statistical Profile