Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
Descriptive
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MovingImage
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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
(authority = RBDIL_personal)
NamePart
(type = personal)
Jackie (student)
Subject
Name
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NamePart
(type = personal)
Jessica (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Erik (student)
Subject
Name
(authority = RBDIL_personal)
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(type = personal)
Kelly (student)
Subject
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Topic
Sample of human subjects
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Topic
Mathematics education
Subject
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Topic
Learning, Psychology of--Case studies
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Topic
Critical thinking in children--New Jersey--Case studies
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Subject
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Topic
Number and operations
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(authority = NCTM Process)
Subject
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Topic
Reasoning and proof
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(authority = NCTM Process)
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(authority = NCTM Process)
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(authority = NCTM Process)
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Manipulatives (Education)--Case studies
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(authority = rbdil_mathProblem)
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Topic
Comparing fractions
Subject
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Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Subject
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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
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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). Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model [video]. Retrieved from
Name
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NamePart
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Maher
NamePart
(type = given)
Carolyn Alexander
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Researcher
Affiliation
Rutgers, the State University of New Jersey
OriginInfo
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate
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1993-09-29
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
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TitleInfo
Title
A80, Comparing fractions, a whole class debate (classroom view), Grade 4, September 29, 1993, raw footage.
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A80-19930929-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
Title
A81, Comparing fractions, a whole class debate (presentation view), Grade 4, September 29, 1993, raw footage.
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A81-19930929-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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A82, Comparing fractions, a whole class debate (side view), Grade 4, September 29, 1993, raw footage.
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A82-19930929-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
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Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
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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
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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2009
Extension
DescriptiveEvent
AssociatedEntity
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 Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(encoding = w3cdtf);
(qualifier = exact)
2001
Identifier
(type = rbdil)
A80A81A82-FRC-CMPRF-CLIP004
Abstract
(type = summary)
In the fourth clip from this session, Jessica reported that Jackie and Kelly’s argument was different than their original argument in which they had showed the difference between one half and one third to be a red rod, which they named one third. Jackie repeated their argument, using a model of a dark green rod, two light green rods, and three red rods. In her explanation, Jackie showed that one half was bigger by one third by one white rod. Jessica argued that they had used a different size candy bar, which was not allowed. Jackie then restated the argument, concluding that one half was larger than one third by the white rod, which was called one. After researcher Carolyn Maher questioned Jackie about the number name for the white rod, Erik volunteered to interpret their model. He said that he thought they meant to call the dark green one whole and that the whites would be called one sixth. Jackie and Kelly agreed that that is what they meant to say, and, upon questioning by the researcher, stated that they believed the difference was one sixth. The researcher asked them why it couldn’t be called one, and they responded that it was because the dark green rod was called one. Erik offered that if the dark green rod was called six, the light green rod would be called three, but agreed that it could not be done in this problem.
TitleInfo
Title
Comparing fractions, a whole class debate, Clip 4 of 5: An argument based on a different model
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067429
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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Identifier
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doi:10.7282/T3Z036SQ
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