Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
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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
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(type = personal)
David (student)
Subject
Name
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(type = personal)
Meredith (student)
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Topic
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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(authority = Grade range)
Subject
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Topic
Number and operations
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Reasoning and proof
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Manipulatives (Education)--Case studies
Subject
(authority = rbdil_mathProblem)
Subject
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Topic
Comparing fractions
Subject
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Topic
Equivalent fractions
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(authority = rbdil_forms of reasoning, strategies and heuristics)
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Subject
(authority = rbdil_topic)
Topic
Operations with fractions
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Colts Neck Township Schools
Subject
HierarchicalGeographic
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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). Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds [video]. Retrieved from
Name
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Martino
NamePart
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Amy Marie
Affiliation
Rutgers, the State University of New Jersey
Role
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(authority = marcrelator);
(type = text)
Researcher
Name
(type = personal)
NamePart
(type = family)
Maher
NamePart
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Carolyn Alexander
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(authority = marcrelator);
(type = text)
Researcher
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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
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1993-10-04
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
RelatedItem
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A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage.
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A86-19931004-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
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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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A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage.
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A88-19931004-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
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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
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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
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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
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 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
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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.
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http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067448
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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/T30Z71V1
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