Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Descriptive
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MovingImage
Genre
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Research data
Genre
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Observational data
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Edited data
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Repurposed data
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Longitudinal data
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School
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Qualitative research
Genre
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Educational interventions (large group)
Subject
Name
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NamePart
(type = corporate)
Conover Road (Colts Neck, N.J.)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Erik (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Alan (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)
Jackie (student)
Subject
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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)
Subject
(authority = NCTM Content)
Topic
Number and operations
Subject
(authority = NCTM Process)
Subject
(authority = NCTM Process)
Topic
Reasoning and proof
Subject
(authority = NCTM Process)
Subject
(authority = NCTM Process)
Subject
(authority = NCTM Process)
Subject
(authority = rbdil_gradeLevel)
Subject
(authority = rbdil_mathStrand)
Subject
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Topic
Comparing fractions
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(authority = rbdil_schoolType)
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Topic
Manipulatives (Education)--Case studies
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Subject
(authority = rbdil_cameraView)
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Subject
(authority = rbdil_representations)
Subject
(authority = rbdil_topic)
Topic
Operations with fractions
Subject
(authority = rbdil_district)
Geographic
Colts Neck Township Schools
Subject
HierarchicalGeographic
City
Colts Neck (N.J. : Township)
Classification
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(edition = Data)
PhysicalDescription
Extent
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1
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video/x-flv
TargetAudience
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Social science
TargetAudience
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Mathematics education
Note
(type = supplementary materials)
Transcript and student work are also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1993). Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems [video]. Retrieved from
Name
(type = personal)
NamePart
(type = family)
Maher
NamePart
(type = given)
Carolyn Alexander
Role
RoleTerm
(authority = marcrelator);
(type = text)
Researcher
Affiliation
Rutgers, the State University of New Jersey
OriginInfo
Place
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate
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(qualifier = exact)
1993-09-20
RelatedItem
(type = is referenced by)
TitleInfo
Title
The development of mathematical reasoning in elementary school students' exploration of fraction ideas / by Dina Yankelewitz
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
RelatedItem
(type = is referenced by)
TitleInfo
Title
Tracing the growth in understanding of fraction ideas : a fourth grade study / by Elena Perrone Steencken
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
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TitleInfo
Title
A74, Fraction as number, an introduction (classroom view), Grade 4, September 20, 1993, raw footage.
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A74-19930920-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
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A75, Fraction as number, an introduction (side view), Grade 4, September 20, 1993, raw footage.
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A75-19930920-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
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A76, Fraction as number, an introduction (presentation view), Grade 4, September 20, 1993, raw footage.
Identifier
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A76-19930920-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
Label
Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
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Affiliation
Rutgers, the State University of New Jersey
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Name
The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Reference
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
Detail
Dissertation available in digital format in the Rutgers University Libraries' dissertation collection.
DateTime
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(qualifier = exact)
2009
Extension
DescriptiveEvent
AssociatedEntity
Name
Steencken, Elena Perrone
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Name
Tracing the growth in understanding of fraction ideas
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Reference
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
Detail
Dissertation available in digital format in the Rutgers University Libraries' dissertation collection.
Label
Ed.D. dissertation references the video footage that includes Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(encoding = w3cdtf);
(qualifier = exact)
2001
Identifier
(type = rbdil)
A74A75A76-FRC-CMPRF-CLIP002
Abstract
(type = summary)
In 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.”
TitleInfo
Title
Fraction as number, an introduction, Clip 2 of 8: Students model fraction problems
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Jackie (student)
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Name
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Meredith (student)
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Name
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Sarah (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
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Alan (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
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Michael (Colts Neck, student)
Subject
Name
(authority = RBDIL_personal)
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(type = personal)
Beth (student)
Identifier
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067417
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TitleInfo
Title
Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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NjNbRU
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NjR
Identifier
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doi:10.7282/T3K072ZD
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