A30, Fraction problems: Sharing and number lines (Side View), Grade 4, November 1, 1993, raw footage
Descriptive
Genre
(authority = RURes_Genre)
Research data
Genre
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Observational data
Genre
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Raw data
Genre
(authority = RURes_qualitativeMethod)
Educational interventions (large group)
Genre
(authority = RURes_researchDataType)
Longitudinal data
Genre
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Qualitative research
Genre
(authority = RURes_dataCollectionSetting)
Subject
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NamePart
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Graham (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
James (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Brian C. (Colts Neck, student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Meredith (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Erik (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Andrew (student)
Subject
Name
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NamePart
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Jessica (student)
Subject
Name
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(type = corporate)
Jacquelyn (student)
Subject
Name
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NamePart
(type = personal)
Kimberly (student)
Subject
Name
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NamePart
(type = personal)
Sarah (student)
Subject
Name
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NamePart
(type = personal)
David (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Michael (Colts Neck, student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Alan (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Danielle (student)
Subject
Name
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NamePart
(type = personal)
Mark (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)
Caitlin (student)
Subject
Name
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NamePart
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Erin (student)
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Gregory (student)
Subject
Name
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Jackie (student)
Subject
Name
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NamePart
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Kelly (student)
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Name
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NamePart
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Laura (student)
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Sarah (student)
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Conover Road (Colts Neck, N.J.)
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MovingImage
Identifier
(type = rbdil)
A30-19931101-CNCR-SV-CLASS-GR4-FRC-CMPRF-RAW
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000068381
Subject
(authority = Grade range)
Subject
(authority = LCSH)
Topic
Mathematics education
Subject
(authority = LCSH)
Topic
Manipulatives (Education)--Case studies
Subject
(authority = LCSH)
Topic
Learning, Psychology of--Case studies
Subject
(authority = NCTM Content)
Topic
Number and operations
Subject
(authority = NCTM Content)
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_cameraView)
Subject
(authority = rbdil_mathStrand)
Subject
(authority = rbdil_mathProblem)
Topic
Comparing fractions
Subject
(authority = rbdil_mathProblem)
Subject
(authority = rbdil_mathProblem)
Topic
Placing fractions on a number line
Subject
(authority = rbdil_mathTools)
Subject
(authority = rbdil_setting)
Subject
(authority = rbdil_gradeLevel)
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Referencing a previous problem
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Reasoning by analogy
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Proportional reasoning
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Considering a simpler problem
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Recognizing a pattern
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Recognizing equivalence
Subject
(authority = rbdil_representations)
Subject
(authority = rbdil_representations)
Subject
(authority = rbdil_representations)
Subject
(authority = rbdil_studentGender)
Subject
(authority = rbdil_studentEthnicity)
Subject
(authority = rbdil_schoolType)
Subject
(authority = RURes_subjectOfStudy)
Topic
Sample of human subjects
Classification
(authority = RUresearch);
(edition = Data)
TargetAudience
(authority = RURes_discipline)
Social science
TargetAudience
(authority = RURes_domain)
Mathematics education
Name
(type = personal)
NamePart
(type = family)
Maher
NamePart
(type = given)
Carolyn Alexander
Affiliation
Rutgers, the State University of New Jersey
Role
RoleTerm
(authority = marcrelator);
(type = text)
Researcher
Name
(type = personal)
NamePart
(type = family)
Davis
NamePart
(type = given)
Robert B. (Robert Benjamin)
NamePart
(type = date)
1926-
Role
RoleTerm
(authority = marcrelator);
(type = text)
Researcher
Name
(type = personal)
NamePart
(type = family)
Gjone
NamePart
(type = given)
Gunnar
Role
RoleTerm
(authority = marcrelator);
(type = text)
Researcher
Name
(type = personal)
NamePart
(type = family)
Phillips
NamePart
(type = given)
Joan
Role
RoleTerm
(authority = marcrelator);
(type = text)
Teacher
Abstract
(type = summary)
In this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the students to review their conclusions from the previous day’s class when they were asked to share a candy bar equally among the students in their small group. Two groups had been composed of eight students while another was composed of nine students, and their task had been to determine how much more candy each person in the smaller group would receive than those in the larger group, which they agreed to be the difference between 1/4 and 1/9, after dividing each candy bar into 10 equal pieces. Based on Cuisenaire Rod models, the students concluded that the difference was 5/36. However, a number of students, including Meredith, still argued that the difference should be 1/5. After the class agrees that 5/36 is the difference, Jessica contends that the earlier distribution was not equitable. Andrew suggests that the 3 candy bars could be divided into 30 rectangular pieces (10 per candy bar) and shared evenly among all 25 students by having each student get one whole rectangular piece and 1/5 of one of the remaining 5 rectangular pieces. A whole-class discussion follows in which the students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solutions based on building models with Cuisenaire rods. Various students mark positions for each of these fractions, and also 1/10, on a number line segment from 0 to 1, drawn on an overhead transparency.The class is then asked to work in pairs to produce number line segments and mark the positions of unit fractions from 1/2 to 1/10 and also 1/100 and 1/1000. Several of the students, including Andrew and Jessica, located 1/3 at two different points on their number line. In a final class discussion, Alan shares his number line, which includes 1/100 and 1/1000, and contends that there could be three points for 1/3. The students discuss this and conclude that the same point on the line segment cannot be named both 1/3 and 2/3 or 1/3 and 3/3 although it is appropriate to name the same point 3/3 and 1.
PhysicalDescription
Extent
(unit = digital file(s))
1
InternetMediaType
video/x-flv
Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1993). A30, Fraction problems: Sharing and Number Lines (Side View), grade 4, November 1, 1993, raw footage [video]. Retrieved from http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000068381.
OriginInfo
Place
PlaceTerm
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New Brunswick, NJ
DateIssued
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(point = start);
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1993-11-01
CopyrightDate
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(point = start);
(qualifier = exact)
1993-11-01
RelatedItem
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TitleInfo
Title
Fraction problems, Sharing and Number Lines, Clip 3 of 5: Comparing unit fractions
Identifier
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055290
RelatedItem
(type = is referenced by)
TitleInfo
Title
The development of mathematical reasoning in elementary school students' exploration of fraction ideas / by Dina Yankelewitz
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000054787
RelatedItem
(type = is referenced by)
TitleInfo
Title
Tracing students' growing understanding of rational numbers [electronic resource] / by Suzanna E. Schmeelk.
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
RelatedItem
(type = host)
TitleInfo
Title
Robert B. Davis Institute for Learning Mathematics Education Collection
Identifier
(type = local)
rucore00000001201
Extension
DescriptiveEvent
Type
Excerpt or clip creation
Label
Video clips created from the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
DateTime
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(point = start);
(qualifier = exact)
2011
AssociatedObject
Name
Fraction problems, Sharing and Number Lines, Clip 3 of 5: Comparing unit fractions
Identifier
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A29A30A31-FRC-CMPRF-CLIP003
Reference
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000055290
Extension
DescriptiveEvent
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Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
DateTime
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2009
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Affiliation
Rutgers, the State University of New Jersey
Extension
DescriptiveEvent
Label
Ed. D. dissertation references the video footage A29, Fraction problems: Sharing and Number Lines (Class View), grade 4, November 1, 1993, raw footage
DateTime
(encoding = iso8601);
(qualifier = exact)
2010
AssociatedEntity
Name
Schmeelk, Suzanna E.
Subject
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Geographic
Colts Neck Township Schools
Subject
HierarchicalGeographic
City
Colts Neck (N.J. : Township)
TitleInfo
Title
A30, Fraction problems: Sharing and number lines (Side View), Grade 4, November 1, 1993, raw footage
Location
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NjNbRU
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NjR
Identifier
(type = doi)
doi:10.7282/T3BP01FB
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