Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line
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Title
Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line
Identifier
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A29A31-FRC-CMPRF-CLIP005
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055292
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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 (large group)
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Field research
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Longitudinal data
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Continuous monitoring
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Name
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David (student)
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Alan (student)
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Andrew (student)
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Danielle (student)
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Conover Road (Colts Neck, N.J.)
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Mathematics education
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Learning, Psychology of--Case studies
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Manipulatives (Education)--Case studies
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Number and operations
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Reasoning and proof
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Placing fractions on a number line
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(authority = rbdil_forms of reasoning, strategies and heuristics)
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Recognizing equivalence
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Critical thinking in children--New Jersey--Case studies
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Colts Neck Township Schools
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Colts Neck (N.J. : Township)
Abstract
(type = summary)
In the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement of numbers between 0 and 1 on the line. After Alan shares the number line he has drawn with increasingly small fractions (1/10. 1/100 and 1/1000), the researcher asks the students where to place 1/3 on his line. Alan conjectures that the point for 1/3 could go in three places, one to the left of 1/2, the second to the right of 1/2 and a third at the point indicating 1. Alan argued that the the length of the line segment from 0 to 1 can be built from 3 equal segments, each 1/3 of the length of the unit, which he called 1. He modelled his conjecture with Cuisenaire rods. After Mark, Danielle and Andrew correctly mark positions for 2/3, 3/3 and 0/3, the researcher facilitates a discussion among the students to resolve the issue raised as to whether the number 1/3 and the number 2/3 can denote the same point on the number line.
Problem Statement: Where is the correct position for 1/3 on a number line? Can the number 1/3 be placed at more than one position on the line? Why or why not?
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1
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video/quicktime
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Education
Note
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Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1993). Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line. [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055292
Note
(type = available formats)
Available in QuickTime streaming and downloadable Flash digital video files.
Name
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Maher
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Carolyn Alexander
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Researcher
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Rutgers, the State University of New Jersey
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Phillips
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Joan
Role
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Teacher
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New Brunswick, NJ
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Robert B. Davis Institute for learning
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TitleInfo
Title
A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
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A29-19931101-CNCR-FV-CLASS-GR4-FRC-CMPRF-RAW
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A31, Fraction problems, Sharing and Number Lines (Overhead/Class View), grade 4, November 1, 1993, raw footage
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A31-19931101-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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Ed.D. dissertation references the video footage that includes Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line
Detail
Dissertation available in digital r format in the Rutgers University Libraries dissertation collection.
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Name
Schmeelk, Suzanna E., 1979-
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Affiliation
Rutgers Graduate School of Education
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Tracing students' growing understanding of rational numbers
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Reference
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
Identifier
(type = doi)
doi:10.7282/T3S46RS9
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