Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor
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Research data
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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
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Educational interventions (large group)
Subject
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Conover Road (Colts Neck, N.J.)
Subject
Name
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(type = personal)
Jacquelyn (student)
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Name
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Erik (student)
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Audra (student)
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Jackie (student)
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Graham (student)
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Gregory (student)
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Michael (Colts Neck, student)
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Brian F. (Colts Neck, student)
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Amy (student)
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Meredith (student)
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David (student)
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Andrew (student)
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Danielle (student)
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Caitlin (student)
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Sample of human subjects
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Mathematics education
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Learning, Psychology of--Case studies
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Critical thinking in children--New Jersey--Case studies
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Number and operations
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Reasoning and proof
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Comparing fractions
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Manipulatives (Education)--Case studies
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Operations with fractions
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Geographic
Colts Neck Township Schools
Subject
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City
Colts Neck (N.J. : Township)
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1
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video/x-flv
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Social science
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Mathematics education
Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1993). Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor [video]. Retrieved from
Name
(type = personal)
NamePart
(type = family)
Martino
NamePart
(type = given)
Amy Marie
Affiliation
Rutgers, the State University of New Jersey
Role
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(authority = marcrelator);
(type = text)
Researcher
Name
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Maher
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Carolyn Alexander
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(authority = marcrelator);
(type = text)
Researcher
Affiliation
Rutgers, the State University of New Jersey
Name
(type = personal)
NamePart
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Purdy
NamePart
(type = given)
Thomas LaMonde
Affiliation
Rutgers, the State University of New Jersey
Role
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Researcher
OriginInfo
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate
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1993-09-24
RelatedItem
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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
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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
RelatedItem
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TitleInfo
Title
A77, Reassigning the number name one and introduction to fraction comparison (classroom view), Grade 4, September 24, 1993, raw footage.
Identifier
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A77-19930924-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
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A78, Reassigning the number name one and introduction to fraction comparison (presentation view), Grade 4, September 24, 1993, raw footage.
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A78-19930924-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
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A79, Reassigning the number name one and introduction to fraction comparison (side view), Grade 4, September 24, 1993, raw footage.
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A79-19930924-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
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Ed.D. dissertation references the video footage that includes Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor
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Rutgers, the State University of New Jersey, New Brunswick, NJ
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Rutgers, the State University of New Jersey
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The development of mathematical reasoning in elementary school students' exploration of fraction ideas
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http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
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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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2009
Extension
DescriptiveEvent
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Name
Steencken, Elena Perrone
Affiliation
Rutgers, the State University of New Jersey
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Name
Tracing the growth in understanding of fraction ideas
Identifier
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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 Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(encoding = w3cdtf);
(qualifier = exact)
2001
Identifier
(type = rbdil)
A77A78A79-FRC-CMPRF-CLIP004
Abstract
(type = summary)
In the fourth clip from this classroom session, researcher Carolyn Maher led a whole class discussion. She told the class that she gave each of the two adults who were in the room half a chocolate bar each and that one of the adults said that what she had done was unfair. After asking the class what she might have done that was unfair, she showed the class that she gave one adult half of a large chocolate bar, while giving the other, half of a much smaller chocolate bar. The class then discussed how the Candy Bar Problem related to the problems they had been working on. Audra explained to the class that you cannot mix up what is called one. The researcher asked Jackie to show her how much one half of the three by four scored candy bar would be, and Jackie showed that cutting widthwise could divide the bar in half. The researcher asked the class why she hadn’t shown that it could be cut lengthwise in half. Graham replied that there are only three rows, and that four rows would be needed to cut the bar in half. The researcher then asked Gregory how much one third of the candy bar would be. Gregory replied that one row would be one third of the candy bar which would amount to four pieces of chocolate. The researcher then asked the students which was larger, one half or one third of the chocolate bar. Amy replied that one half was larger and everyone agreed. The researcher asked the students to compare one half of the small bar and one third of the larger one, and they agreed that in that case, one third of the larger bar would be more than one half of the smaller bar. The researcher then told the class that this was an unfair thing that shouldn’t be done in mathematics, and that they should establish a rule that a candy bar, or whatever object is being given the number name, one, cannot be switched within a problem.
TitleInfo
Title
Reviewing rod relationships and the candy bar problem, Clip 4 of 6: Switching units, candy bar metaphor
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067423
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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NjR
Identifier
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doi:10.7282/T3668BTZ
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