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Taxicab problem, clip 3 of 5: It's Pascal's triangle! But Why?
Identifier
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A02A26-GMY-TAXI-CLIP003
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000054843
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English
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Research data
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Action research
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Direct observation
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Educational interventions (small group)
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Field research
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Longitudinal data
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David Brearley High School (Kenilworth, N.J.)
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Brian (Kenilworth, student)
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Romina (student)
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Jeff (student)
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Michael A. (Kenilworth, student)
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Mathematics education
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Learning, Psychology of--Case studies
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Number and operations
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Reasoning and proof
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Considering a simpler problem
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Guessing and checking
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Recognizing an isomorphism
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Critical thinking in children--New Jersey--Case studies
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Geographic
Kenilworth Public Schools
Abstract
(type = summary)
In the third of five clips, the four twelfth grade students attempt to justify for themselves and then demonstrate the relationship that they have conjectured between the Taxicab problem and Pascal's Triangle. After Romina is convinced that points on her chart fit the pattern of Pascal's Triangle for the first 4 rows, the students work to confirm that there are twenty possible paths to the point (3, -3) on the problem grid, which would correctly fit the pattern of Pascal's Triangle. Jeff suggests that, if they are able to answer the question of "why" the number of shortest routes corresponds to the numbers in Pascal's Triangle, they will no longer have to check each position on the grid. The students make further conjectures about a possible relationship between the Taxicab problem and building unifix towers when selecting from two colors..
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?
PhysicalDescription
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1
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video/quicktime
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video/x-flv
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Education
Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (2000). Taxicab problem, clip 3 of 5: It's Pascal's triangle! But Why? [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000054843
Note
(type = available formats)
Available in QuickTime streaming and downloadable Flash digital video files.
OriginInfo
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for learning
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NjNbRU
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RelatedItem
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TitleInfo
Title
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
RelatedItem
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TitleInfo
Title
A26, Taxicab problem: full session, grade 12, May 5, 2000, raw footage
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A26-20000505-KNWH-WV-AFTRS-GR12-GMY-TAXI-RAW
RelatedItem
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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.
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000054821
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TitleInfo
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
Extension
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Ph.D. dissertation references the video footage that includes Taxicab problem, clip 3 of 5.
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Identifier
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QA.P882 2003
Affiliation
Rutgers Graduate School of Education
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Name
So let's prove it!: emergent and elaborated mathematical ideas and reasoning in the discourse and inscriptons of learners engaged in a combinatorial task .
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000054821
Identifier
(type = doi)
doi:10.7282/T3K937CF
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