Comparing fractions, a whole class debate, Clip 3 of 5: Brian challenges the girls' argument
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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)
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Conover Road (Colts Neck, N.J.)
Subject
Name
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NamePart
(type = personal)
Jessica (student)
Subject
Name
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NamePart
(type = personal)
Laura (student)
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Audra (student)
Subject
Name
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(type = personal)
Kelly (student)
Subject
Name
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NamePart
(type = personal)
Brian F. (Colts Neck, student)
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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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Reasoning and proof
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Manipulatives (Education)--Case studies
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Topic
Comparing fractions
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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)
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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
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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 3 of 5: Brian challenges the girls' argument [video]. Retrieved from
Name
(type = personal)
NamePart
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Maher
NamePart
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Carolyn Alexander
Role
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Researcher
Affiliation
Rutgers, the State University of New Jersey
OriginInfo
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New Brunswick, NJ
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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
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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 / by Elena Steencken
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
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TitleInfo
Title
Comparing fractions - A whole class debate (classroom view)
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A80-19930929-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
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Comparing fractions - A whole class debate (presentation view)
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A81-19930929-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
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Comparing fractions - A whole class debate (side view)
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A82-19930929-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
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Ed.D. dissertation references the video footage that includes Comparing fractions, a whole class debate, Clip 3 of 5: Brian challenges the girls' argument
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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
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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
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Rutgers, the State University of New Jersey
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Tracing the growth in understanding of fraction ideas
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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 3 of 5: Brian challenges the girls' argument
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
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(qualifier = exact)
2001
Identifier
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A80A81A82-FRC-CMPRF-CLIP003
TitleInfo
Title
Comparing fractions, a whole class debate, Clip 3 of 5: Brian challenges the girls' argument
Abstract
(type = summary)
In the third clip from this session, the class reviewed the problem: Which is bigger, one half and one third, and by how much? Laura and Jessica built a model to show that one half was larger than one third using an orange and red train to represent one, dark green rods to represent one half, and purple rods to represent one third. Audra joined Laura and Jessica to corroborate their findings. When researcher Carolyn Maher asked them what the difference was, Audra placed two white rods next to the purple rod, showing that that train was equal in length to the dark green rod. Jessica placed a red rod next to another purple rod, saying that “It’s a red bigger.” The researcher then asked them what number name they would give to the red rod. Audra and Jessica independently lined up three red rods against the model of the dark green rod and the purple and red train that they had used to compare the two rods, and each stated that the number name would be one third. Kelly agreed with their solution and built a train of two light green rods at the overhead. She then placed a light green rod next to a red rod and said that one half was bigger than one third, indicating that the red rod was one third and the light green rod was one half. Brian first verified that he had heard the first argument correctly and then said that he didn’t agree. He explained that the difference was one sixth since if the thirds were split in half they would become sixths. Brian indicated that the red rod was one half of the purple rod, which would be called one sixth, and that the difference between one half and one third is one sixth. Brian then lined up a purple rod and two red rods and said two red rods equaled one purple rod and therefore would be called one sixth.
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000068675
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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/T36D5RM5
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