RUcore: Rutgers University Community Repository
A73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage
Descriptive
Identifier
(type = rbdil)
A73-19931008-CNCR-FV-CLASS-GR4-FRC-CMPRF-RAW
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000065126
TypeOfResource
MovingImage
Genre
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Research data
Genre
(authority = RURes_dataGenre)
Observational data
Genre
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Raw data
Genre
(authority = RURes_dataLifecycle)
Repurposed data
Genre
(authority = RURes_researchDataType)
Longitudinal data
Genre
(authority = RURes_dataCollectionSetting)
School
Genre
(authority = RURes_researchMethodology)
Qualitative research
Genre
(authority = RURes_qualitativeMethod)
Educational interventions (large group)
Subject
Name
(authority = RBDIL_corporate)
NamePart
(type = corporate)
Conover Road (Colts Neck, N.J.)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Alan (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Amy (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Andrew (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Audra (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Beth (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Brian F. (Colts Neck, student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Brian C. (Colts Neck, student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Caitlin (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Danielle (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
David (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Erik (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Erin (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Graham (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Gregory (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Jackie (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Jacquelyn (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
James (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Jessica (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Kelly (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Kimberly (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Laura (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Mark (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Meredith (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Michael (Colts Neck, student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Sarah (student)
Subject
(authority = RURes_subjectOfStudy)
Topic
Sample of human subjects
Subject
(authority = LCSH)
Topic
Mathematics education
Subject
(authority = LCSH)
Topic
Learning, Psychology of--Case studies
Subject
(authority = LCSH)
Topic
Critical thinking in children--New Jersey--Case studies
Subject
(authority = Grade range)
Topic
3-5
Subject
(authority = NCTM Content)
Topic
Number and operations
Subject
(authority = NCTM Content)
Topic
Measurement
Subject
(authority = NCTM Process)
Topic
Problem solving
Subject
(authority = NCTM Process)
Topic
Reasoning and proof
Subject
(authority = NCTM Process)
Topic
Communication
Subject
(authority = NCTM Process)
Topic
Connections
Subject
(authority = NCTM Process)
Topic
Representation
Subject
(authority = rbdil_gradeLevel)
Topic
4
Subject
(authority = rbdil_mathStrand)
Topic
Fractions
Subject
(authority = rbdil_mathProblem)
Topic
Comparing fractions
Subject
(authority = rbdil_mathProblem)
Topic
Equivalent fractions
Subject
(authority = rbdil_mathProblem)
Topic
Fraction as number
Subject
(authority = rbdil_mathTools)
Topic
Cuisenaire rods
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Indirect reasoning
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Reasoning by contradiction
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Recursive reasoning
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Reasoning by upper and lower bounds
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Guessing and checking
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Recognizing equivalence
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Generalizing
Subject
(authority = rbdil_representations)
Topic
Physical models
Subject
(authority = rbdil_topic)
Topic
Operations with fractions
Subject
(authority = rbdil_setting)
Topic
Classroom
Subject
(authority = rbdil_schoolType)
Topic
Public school
Subject
(authority = rbdil_cameraView)
Topic
Classroom view
Subject
(authority = rbdil_studentGender)
Topic
Mixed
Subject
(authority = rbdil_studentEthnicity)
Topic
White
Subject
(authority = rbdil_district)
Geographic
Colts Neck Township Schools
Subject
HierarchicalGeographic
Country
UNITED STATES
State
New Jersey
County
Monmouth County
City
Colts Neck (N.J. : Township)
Classification
(authority = RUresearch);
(edition = Data)
Abstract
(type = summary)
Amy Martino began the session by asking the students to discuss the task that they had worked on during the previous two sessions: Which is larger, two thirds or three fourths, and by how much? Several students offered conjectures of how to generate multiple models with Cuisenaire rods that could accommodate both thirds and fourths. Then, the students worked to reconstruct the models that they had found for this task in the previous session. One pair of students (Andrew and Jessica) successfully reconstructed and recorded their forty-eight cm long model, and another group, consisting of Meredith, Erik, and David, made an attempt to do so as well, but spent much of the session unsuccessfully trying to recall the exact length and makeup of the rod that had been assigned the number name one. At the same time, several other pairs of students worked on the task: Compare one half with two fifths. Which is larger, and by how much? Alan worked alone on this task, and described a method of generating multiple models to represent the solution to this problem.
PhysicalDescription
Extent
(unit = digital file(s))
1
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video/quicktime
TargetAudience
(authority = RURes_discipline)
Social science
TargetAudience
(authority = RURes_domain)
Mathematics education
Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1993).Building large models to show equivalence: A reconstruction. [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000065126
Name
(type = personal)
NamePart
(type = family)
Martino
NamePart
(type = given)
Amy Marie
Affiliation
Rutgers, the State University of New Jersey
Role
RoleTerm
(authority = marcrelator);
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Researcher
Name
(type = personal)
NamePart
(type = family)
Phillips
NamePart
(type = given)
Joan
Role
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(authority = marcrelator);
(type = text)
Teacher
OriginInfo
CopyrightDate
(encoding = iso8601);
(point = start);
(qualifier = exact)
1993-10-08
Place
PlaceTerm
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
RelatedItem
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TitleInfo
Title
The development of mathematical reasoning in elementary school students' exploration of fraction ideas / by Dina Yankelewitz
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http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
RelatedItem
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TitleInfo
Title
A study of fourth-grade students' explorations into comparing fractions / by Suzanne Loveridge Reynolds.
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QA.R465 2005
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Title
Revisiting construction of large models to compare fractions, Clip 1 of 5: Which is larger, two thirds or three fourths, and by how much?
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067463
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Revisiting construction of large models to compare fractions, Clip 2 of 5: Alan finds the difference between one half and two fifths
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067464
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Revisiting construction of large models to compare fractions, Clip 3 of 5: Attempting to reconstruct the big model for comparing two thirds and three fourths
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067465
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Revisiting construction of large models to compare fractions, Clip 4 of 5: Alan reasons about the third model he constructed
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Revisiting construction of large models to compare fractions, Clip 5 of 5: Finding flaws with the reconstructed big model for comparing two thirds and three fourths
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067467
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Related publication
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Ed.D. dissertation references the video footage that includes Building large models to show equivalence: A reconstruction
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(qualifier = exact)
2009
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Yankelewitz, Dina
Affiliation
Rutgers, the State University of New Jersey
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Ed.D. dissertation references the footage that includes Building large models to show equivalence: A reconstruction
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
2008
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Reynolds, Suzanne Loveridge
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Rutgers, the State University of New Jersey
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Study of fourth-grade students' explorations into comparing fractions
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QA.R465 2005
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Dissertation available in paper format in the Rutgers University Libraries' dissertation collection.
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Video clips created from the video footage A73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage
Place
New Brunswick, NJ
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Revisiting construction of large models to compare fractions, Clip 1 of 5: Which is larger, two thirds or three fourths, and by how muc
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Revisiting construction of large models to compare fractions, Clip 2 of 5: Alan finds the difference between one half and two fifths
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Revisiting construction of large models to compare fractions, Clip 3 of 5: Attempting to reconstruct the big model for comparing two thirds and three fourths
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Revisiting construction of large models to compare fractions, Clip 4 of 5: Alan reasons about the third model he constructed
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Revisiting construction of large models to compare fractions, Clip 5 of 5: Finding flaws with the reconstructed big model for comparing two thirds and three fourths
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Title
A73, Revisiting construction of large models to compare fractions (classroom view), Grade 4, October 8, 1993, raw footage
TitleInfo
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Title
Building large models to show equivalence: A reconstruction
Identifier
(type = doi)
doi:10.7282/T3Z89BBK
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Rights
RightsDeclaration
(AUTHORITY = rbdil1_v1);
(ID = rbdil1_v1)
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.
RightsEvent
Type
Permission or license
Label
Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
11/3/2009
Detail
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.
AssociatedEntity
Role
Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Publication
Status
Unpublished
RightsHolder
(type = corporate)
Name
Robert B. Davis Institute for Learning
Role
Copyright holder
Telephone
732-932-8848
Address
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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Duration
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Statistical Profile