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
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Research 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
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NamePart
(type = personal)
Amy (student)
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Name
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(type = personal)
Kelly (student)
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Name
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(type = personal)
James (student)
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Meredith (student)
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Jacquelyn (student)
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Jessica (student)
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Sample of human subjects
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Topic
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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Subject
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Topic
Number and operations
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Topic
Reasoning and proof
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Manipulatives (Education)--Case studies
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Topic
Comparing fractions
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(authority = rbdil_forms of reasoning, strategies and heuristics)
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(authority = rbdil_forms of reasoning, strategies and heuristics)
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Topic
Operations with fractions
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Colts Neck Township Schools
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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 and evaluating models that represent solutions, Clip 7 of 8: Meredith's challenge, does the model work? [video]. Retrieved from
Name
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NamePart
(type = family)
Maher
NamePart
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Carolyn Alexander
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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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1993-10-01
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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 : 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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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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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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A85, Comparing fractions and evaluating models that represent solutions (side view), Grade 4, October 1, 1993, raw footage.
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A85-19931001-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
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DescriptiveEvent
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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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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
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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
Affiliation
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 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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doi:10.7282/T380516K
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