RUcore: Rutgers University Community Repository
Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Descriptive
TypeOfResource
MovingImage
Genre
(authority = RURes_Genre)
Research data
Genre
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Observational data
Genre
(authority = RURes_dataLifecycle)
Edited data
Genre
(authority = RURes_dataLifecycle)
Repurposed data
Genre
(authority = RURes_researchDataType)
Longitudinal data
Genre
(authority = RURes_dataCollectionSetting)
School
Genre
(authority = RURes_researchMethodology)
Qualitative research
Genre
(authority = RURes_qualitativeMethod)
Educational interventions (large group)
Subject
Name
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NamePart
(type = corporate)
Conover Road (Colts Neck, N.J.)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
David (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Meredith (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
Subject
(authority = NCTM Process)
Topic
Communication
Subject
(authority = NCTM Process)
Topic
Connections
Subject
(authority = NCTM Process)
Topic
Representation
Subject
(authority = rbdil_gradeLevel)
Topic
4
Subject
(authority = rbdil_mathStrand)
Topic
Fractions
Subject
(authority = rbdil_setting)
Topic
Classroom
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(authority = rbdil_schoolType)
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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(authority = rbdil_cameraView)
Topic
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_mathProblem)
Topic
Equivalent fractions
Subject
(authority = rbdil_mathTools)
Topic
Cuisenaire rods
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject
(authority = rbdil_representations)
Topic
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)
Classification
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(edition = Data)
PhysicalDescription
Extent
(unit = digital file(s))
1
InternetMediaType
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). Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds [video]. Retrieved from
Name
(type = personal)
NamePart
(type = family)
Martino
NamePart
(type = given)
Amy Marie
Affiliation
Rutgers, the State University of New Jersey
Role
RoleTerm
(authority = marcrelator);
(type = text)
Researcher
Name
(type = personal)
NamePart
(type = family)
Maher
NamePart
(type = given)
Carolyn Alexander
Role
RoleTerm
(authority = marcrelator);
(type = text)
Researcher
Affiliation
Rutgers, the State University of New Jersey
OriginInfo
Place
PlaceTerm
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New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate
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(qualifier = exact)
1993-10-04
RelatedItem
(type = is referenced by)
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
(type = is referenced by)
TitleInfo
Title
Tracing the growth in understanding of fraction ideas : a fourth grade study / by Elena Perrone Steencken
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055125
RelatedItem
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TitleInfo
Title
A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage.
Identifier
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A86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
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TitleInfo
Title
A87, Discovering equivalent fractions and introducing fraction notation (presentation view), Grade 4, October 4, 1993, raw footage.
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A87-19931004-CNCR-PV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem
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TitleInfo
Title
A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage.
Identifier
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A88-19931004-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
AssociatedEntity
Role
Author
Name
Yankelewitz, Dina
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Type
Dissertation
Relationship
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
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(qualifier = exact)
2009
Extension
DescriptiveEvent
AssociatedEntity
Role
Author
Name
Steencken, Elena Perrone
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Type
Dissertation
Relationship
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 Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(encoding = w3cdtf);
(qualifier = exact)
2001
Identifier
(type = rbdil)
A86A87A88-FRC-CMPRF-CLIP002
TitleInfo
Title
Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
Abstract
(type = summary)
In the second clip, researcher Carolyn Maher asked the students to build a model to show which is bigger, two thirds or one half, and by how much. The students worked with their partners to solve the problem. David and Meredith worked together, and Meredith built a model using a dark green rod, two light green rods, and three red rods. David replicated the model, and they each lined up six white rods against their model. David concluded that two thirds was bigger by one sixth.
The researcher then spoke to David and Meredith about their solution to the task. Meredith and David said that two thirds is larger than one half by one sixth. Meredith justified the solution by showing that six “ones”, or white rods, were lined up against the dark green rod. The researcher asked Meredith to explain her language, and Meredith corrected it by saying that the white rods were called sixths and that six sixths equaled the dark green rod. She then showed that the difference between two red rods and one light green rod was one white rod, or one sixth. A few minutes after this exchange, researcher Amy Martino approached David and Meredith. Meredith showed her original model along with a second model that she had built. Meredith explained that her second model showed that two purple rods, or two thirds, were larger than one dark green rod, or one half, by two white rods. Initially she called the two white rods two sixths, then changed the number name to one tenth, then one twelfth and then two twelfths. She then showed that in her original model, two thirds was larger than one half by one sixth. Researcher Martino asked Meredith if there was anything else she could call the difference between two thirds and one half in the larger model, aside from two twelfths. Meredith lined up six red rods against the larger model. She concluded that the difference was one sixth.
The researcher then spoke to David and Meredith about their solution to the task. Meredith and David said that two thirds is larger than one half by one sixth. Meredith justified the solution by showing that six “ones”, or white rods, were lined up against the dark green rod. The researcher asked Meredith to explain her language, and Meredith corrected it by saying that the white rods were called sixths and that six sixths equaled the dark green rod. She then showed that the difference between two red rods and one light green rod was one white rod, or one sixth. A few minutes after this exchange, researcher Amy Martino approached David and Meredith. Meredith showed her original model along with a second model that she had built. Meredith explained that her second model showed that two purple rods, or two thirds, were larger than one dark green rod, or one half, by two white rods. Initially she called the two white rods two sixths, then changed the number name to one tenth, then one twelfth and then two twelfths. She then showed that in her original model, two thirds was larger than one half by one sixth. Researcher Martino asked Meredith if there was anything else she could call the difference between two thirds and one half in the larger model, aside from two twelfths. Meredith lined up six red rods against the larger model. She concluded that the difference was one sixth.
Identifier
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067448
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Title
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/T30Z71V1
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Rights
RightsDeclaration
(AUTHORITY = rbdil1_v1);
(ID = rbdil1_v1)
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
10 Seminary Place
New Brunswick, NJ 08901-1183
ContactInformationDate
2009-11-03
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Source
SourceTechnical
SourceType
Videotape
Format
S-VHS
Gauge
1/2-inch
Duration
00:07:41
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RULTechMD
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Statistical Profile