Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Description
TitleFraction as number, an introduction, Clip 2 of 8: Students model fraction problems
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, , c1993-09-20
DescriptionIn the second of eight clips from this session, researcher Carolyn Maher said, “Someone told me that the red rod is half as long as the yellow rod. What do you think?" Danielle responded that the statement was not true, and justified her solution. The researcher then asked the students if the purple rod was half as long as the black rod. Alan and Erik, as well as Meredith and Sarah said that it could not be true because two purple rods were not equal in length to the black rod and that the two purple rods were “too large.” David, when asked during the whole class discussion to respond to the problem, replied similarly, saying “Two purples are too large.”
Next the researcher asked the students if the red rod was one third as long as the dark green rod. Jackie, at the overhead, showed that a train of three red rods are as long as the dark green rod. Michael explained that by lining up three red rods below the green rod, one can convince others that the statement is true to justiy their solution.
The researcher then asked the students what number name they would give the red rod if the green rod was called one. Sarah showed that since there were three red rods lined up under the dark green rod, the red rod would be called one third. Beth elaborated with a justification for why the red rod would be called one third by saying, “because if you put three on them it makes one whole.”
Student ParticipantsErik (student), Alan (student), Danielle (student), David (student), Jackie (student), Jackie (student), Meredith (student), Sarah (student), Alan (student), Michael (Colts Neck, student), Beth (student)
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.
Date Captured1993-09-20
Local IdentifierA74A75A76-FRC-CMPRF-CLIP002
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Date: 2009
Author: Yankelewitz, Dina (Rutgers, the State University of New Jersey)
Name: The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Related Publication
Type: Related publication
Label: Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Date: 2001
Author: Steencken, Elena Perrone (Rutgers, the State University of New Jersey)
Name: Tracing the growth in understanding of fraction ideas
Reference: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Source
Title: A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
Identifier: A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
Identifier: A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Source
Title: A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier: A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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