Staff View
Comparing fractions and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work?

Descriptive

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MovingImage
Genre (authority = RURes_Genre)
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
Genre (authority = RURes_qualitativeMethod)
Educational interventions (large group)
Subject
Name (authority = RBDIL_corporate)
NamePart (type = corporate)
Conover Road (Colts Neck, N.J.)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Amy (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Kelly (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
James (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Meredith (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Jacquelyn (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Jessica (student)
Subject (authority = RURes_subjectOfStudy)
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)
Topic
3-5
Subject (authority = NCTM Content)
Topic
Number and operations
Subject (authority = NCTM Process)
Topic
Problem solving
Subject (authority = NCTM Process)
Topic
Reasoning and proof
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Topic
Communication
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Connections
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Representation
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Topic
4
Subject (authority = rbdil_mathStrand)
Topic
Fractions
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Classroom
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Topic
Public school
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Mixed
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White
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Classroom view
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Presentation view
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Side view
Subject (authority = LCSH)
Topic
Manipulatives (Education)--Case studies
Subject (authority = rbdil_mathProblem)
Topic
Fraction as number
Subject (authority = rbdil_mathProblem)
Topic
Comparing fractions
Subject (authority = rbdil_mathTools)
Topic
Cuisenaire rods
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
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Indirect reasoning
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Physical models
Subject (authority = rbdil_topic)
Topic
Operations with fractions
Subject (authority = rbdil_district)
Geographic
Colts Neck Township Schools
Subject
HierarchicalGeographic
Country
UNITED STATES
State
New Jersey
County
Monmouth County
City
Colts Neck (N.J. : Township)
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1
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video/x-flv
TargetAudience (authority = RURes_discipline)
Social science
TargetAudience (authority = RURes_domain)
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 and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work? [video]. Retrieved from
Name (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn Alexander
Role
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Researcher
Affiliation
Rutgers, the State University of New Jersey
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New Brunswick, NJ
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Robert B. Davis Institute for Learning
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
1993-10-01
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 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
A83, Comparing fractions and evaluating models that represent solutions (classroom view), Grade 4, October 1, 1993, raw footage.
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A83-19931001-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
Title
A84, Comparing fractions and evaluating models that represent solutions (presentation view), Grade 4, October 1, 1993, raw footage.
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A84-19931001-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
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TitleInfo
Title
A85, Comparing fractions and evaluating models that represent solutions (side view), Grade 4, October 1, 1993, raw footage.
Identifier (type = rbdil)
A85-19931001-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
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Related publication
Label
Ed.D. dissertation references the video footage that includes Comparing fractions and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work?
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Rutgers, the State University of New Jersey, New Brunswick, NJ
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Author
Name
Yankelewitz, Dina
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Rutgers, the State University of New Jersey
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Dissertation
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References
Name
The development of mathematical reasoning in elementary school students' exploration of fraction ideas
Identifier (type = hdl)
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 (encoding = w3cdtf); (qualifier = exact)
2009
Extension
DescriptiveEvent
AssociatedEntity
Role
Author
Name
Steencken, Elena Perrone
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Rutgers, the State University of New Jersey
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Dissertation
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References
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.
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes Comparing fractions and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work?
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime (encoding = w3cdtf); (qualifier = exact)
2001
Identifier (type = rbdil)
A83A84A85-FRC-CMPRF-CLIP007
Abstract (type = summary)
In the seventh clip Amy, Jacquelyn, and James built another rod model at the overhead to show their solution to the problem: Which is larger one half or one quarter. Amy explained that they had tried to find a model that did not include a train of rods. She said that the brown rod was called one, the purple rods were one half, the red rods were one quarter, and the white rods were one eighth. James then said, using faulty reasoning, that one half was larger than one quarter by one eighth. Meredith countered the team’s argument. She asked them if they were calling the white rod one eighth, and they answered that they were. She built a model of one purple rod and a train of one red and one white rod. She then said that it couldn’t be bigger by one eighth “because there is still negative space” on the model that she had built. She added a second white rod onto her model and said that the difference could be two eighths, and then substituted a red rod for the two white rods and said that an alternative name could be one quarter. She concluded that either it could be called one quarter or two eighths. The researcher asked the three students what they thought of Meredith’s argument. Jacquelyn said that the group meant that when they put the rods together they equaled one eighth. Meredith asked if they meant that two white rods were one eighth. Jacquelyn clarified that they thought that all of the whites put together were one eighth. Jacquelyn used faulty reasoning to revise their argument. In response, Meredith moved the train of eight white rods onto her model comparing the purple and red rods. She asked rhetorically, “You think it’s bigger than one eighth and all these are one eighth? So that’s how much you think it’s bigger by?” Jacquelyn laughed. Here Meredith showed that their claim could not be true. Jacquelyn then revised her argument, and explained what Meredith had presented. She said that one half was larger than one quarter by two eighths or one quarter. Researcher Carolyn Maher asked her how she knew it was one quarter. She explained directly that the red rods were each one quarter and that two white rods viewed together can also be called one quarter.
TitleInfo
Title
Comparing fractions and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work?
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067445
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Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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NjR
Identifier (type = doi)
doi:10.7282/T380516K
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Rights

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The video is protected by copyright. It is available for reviewing and use within the Video Mosaic Collaborative (VMC) portal. Please contact the Robert B. Davis Institute for Learning (RBDIL) for further information about the use of this video.
RightsEvent
Type
Permission or license
Label
Non-exclusive license to share the video presentation via RUcore.
Place
New Brunswick, NJ
DateTime
11/3/2009
Detail
Non-exclusive license to digitize and make openly available the videos and other collection resources of the Institute is on file in the office of the RUcore Collections Manager.
AssociatedEntity
Role
Licensor
Name
Maher, Carolyn A.
Affiliation
Director, Robert B. Davis Institute for Learning, Rutgers Graduate School of Education
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Publication
Status
Unpublished
RightsHolder (type = corporate)
Name
Robert B. Davis Institute for Learning
Role
Copyright holder
Telephone
732-932-8848
Address
Rutgers Graduate School of Education
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
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