Staff View
Building large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model?

Descriptive

TypeOfResource
MovingImage
Genre (authority = RURes_Genre)
Research data
Genre (authority = RURes_dataGenre)
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 (authority = RBDIL_corporate)
NamePart (type = corporate)
Conover Road (Colts Neck, N.J.)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Alan (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Andrew (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Erik (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
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
Subject (authority = rbdil_schoolType)
Topic
Public school
Subject (authority = rbdil_studentGender)
Topic
Male
Subject (authority = rbdil_studentEthnicity)
Topic
White
Subject (authority = rbdil_cameraView)
Topic
Classroom view
Subject (authority = rbdil_cameraView)
Topic
Side view
Subject (authority = rbdil_topic)
Topic
Operations with fractions
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_forms of reasoning, strategies and heuristics)
Topic
Indirect reasoning
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Reasoning by upper and lower bounds
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 (authority = RUresearch); (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). Building large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model? [video]. Retrieved from
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 (type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
1993-10-07
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
A study of fourth-grade students' explorations into comparing fractions / by Suzanne Loveridge Reynolds
Identifier (type = lccn)
QA.R465 2005
RelatedItem (type = host)
TitleInfo
Title
A92, Building large models to show equivalence, an exploration (classroom view), Grade 4, October 7, 1993, raw footage.
Identifier (type = rbdil)
A92-19931007-CNCR-CV-CLASS-GR4-FRC-CMPRF-RAW
RelatedItem (type = host)
TitleInfo
Title
A93, Building large models to show equivalence, an exploration (side view), Grade 4, October 7, 1993, raw footage.
Identifier (type = rbdil)
A93-19931007-CNCR-SIV-CLASS-GR4-FRC-CMPRF-RAW
Extension
DescriptiveEvent
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes Building large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model?
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 (encoding = w3cdtf); (qualifier = exact)
2009
Extension
DescriptiveEvent
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes Building large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model?
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime (encoding = w3cdtf); (qualifier = exact)
2008
AssociatedEntity
Role
Author
Name
Reynolds, Suzanne Loveridge
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Type
Dissertation
Relationship
References
Name
A study of fourth-grade students' explorations into comparing fractions
Identifier (type = lccn)
QA.R465 2005
Reference (type = physical)
QA.R465 2005
Detail
Dissertation is available in paper format in the Rutgers University Libraries' dissertation collection.
Identifier (type = rbdil)
A92A93-FRC-CMPRF-CLIP001
TitleInfo
Title
Building large models to show equivalence, an exploration, Clip 1 of 4: Is there a larger model?
Abstract (type = summary)
During this session, researcher Carolyn Maher provided the students an opportunity to revisit the task that they had been introduced to during the previous session: Which is larger, two thirds or three quarters, and by how much. The students were encouraged to build more than one or two models. The video data lent insight into the reasoning of four groups of students, whose ideas about this task will be traced below. Erik and Alan began to work on the problem by building the models that they had found the day before. First, Erik built the twenty-four centimeter-long model, and the researcher asked him to reconstruct the other model that they had found. After some trial and error, they succeeded in building the twelve centimeter-long model, first by using a train of two yellow rods and a red rod, then modifying that train to an orange rod and a red rod. Erik and Alan explained to the researcher that the first model showed that the difference between the two lengths was one twelfth or two twenty fourths, and that the first model showed that the difference was one twelfth. Alan then stated that the larger model was the only model that could show the difference in twenty-fourths. He explained that if one wanted the smaller model to contain twenty-fourths, the white rods would need to be split in half.

The researcher then challenged Erik and Alan to find another model. Erik proposed using a train of three orange rods. He then tried using a longer train of orange rods. During his exploration, he stated that the brown rods were equivalent to ten white rods, and that the orange rods were equivalent in length to twelve white rods. Alan used reasoning to show Erik the flaw in his assumption. He told Erik to line up white rods against the orange rod, and Erik concluded that the length of the orange rod was equivalent to ten white rods.
Erik then built a model using three orange rods and a dark green rod. He found that the blue rods could then be called fourths, and showed Alan what he had found. Alan then challenged him to find thirds. In a discussion, Alan showed Erik that no rod could be one third of the train that he had built. He said that the orange rod was ten white rods long, implying that the train was more than thirty white rods in length, and therefore none of the rods, the largest of which was the orange rod, could be called one third of the train. Erik agreed.
Erik then checked what Andrew and Jessica were building. Andrew had built a train of two oranges and a red rod followed by another two oranges and a red rod. Erik used Alan’s argument, telling Andrew that his train was too big and that it couldn’t be divided into anything. Andrew countered Erik’s argument by saying that if one could make a train to represent a whole, then one could make a train to represent a third or a quarter. Erik then left Andrew to join the researcher and Alan at David and Meredith’s table.
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067459
RelatedItem (type = host)
TitleInfo
Title
Robert B. Davis Institute for Learning Mathematics Education Collection
Identifier (type = local)
rucore00000001201
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers University. Libraries)
NjR
Identifier (type = doi)
doi:10.7282/T3NV9GV1
Back to the top

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
ContactInformationDate
2009-11-03
Back to the top

Source

SourceTechnical
SourceType
Videotape
Format
S-VHS
Gauge
1/2-inch
Duration
00:13:32
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
VideoSampling
SamplingSize
4:2:2
WordSize
3-byte
BitsPerSample
24-bit
ContentModel
Video
PreservationLevel
full
Generation
Digital preservation master
Duration
00:13:32
System
MS Video
Frame
Height
640
Width
480
Rate
29.97 fps
AspectRatio
4:3
Structure
interlaced
BitRateReduction
Compression
CompressionType
uncompressed
Codec
CodecName
full frame uncompressed
CodecQuality
code regenerating
Sound
Channels
NumberOfChannels
2
SoundField
stereo
Sampling
SamplingRate
44.1 kHz
BitsPerSample
16-bit
WordSize
3-byte
RULTechMD (ID = TECHNICAL2)
VideoSampling
SamplingSize
4:2:2
WordSize
3-byte
BitsPerSample
24-bit
ContentModel
Video
PreservationLevel
full
Generation
Digital preservation master
Duration
00:40:06
System
MS Video
Frame
Height
640
Width
480
Rate
29.97 fps
AspectRatio
4:3
Structure
interlaced
BitRateReduction
Compression
CompressionType
uncompressed
Codec
CodecName
full frame uncompressed
CodecQuality
code regenerating
Sound
Channels
NumberOfChannels
2
SoundField
stereo
Sampling
SamplingRate
44.1 kHz
BitsPerSample
16-bit
WordSize
3-byte
RULTechMD (ID = TECHNICAL3)
VideoSampling
SamplingSize
4:2:2
WordSize
3-byte
BitsPerSample
24-bit
ContentModel
Video
PreservationLevel
full
Generation
Digital preservation master
Duration
00:40:06
System
MS Video
Frame
Height
640
Width
480
Rate
29.97 fps
AspectRatio
4:3
Structure
interlaced
BitRateReduction
Compression
CompressionType
uncompressed
Codec
CodecName
full frame uncompressed
CodecQuality
code regenerating
Sound
Channels
NumberOfChannels
2
SoundField
stereo
Sampling
SamplingRate
44.1 kHz
BitsPerSample
16-bit
WordSize
3-byte
RULTechMD (ID = TECHNICAL4)
VideoSampling
SamplingSize
4:2:2
WordSize
3-byte
BitsPerSample
24-bit
ContentModel
Video
PreservationLevel
full
Generation
Digital preservation master
Duration
00:40:06
System
MS Video
Frame
Height
640
Width
480
Rate
29.97 fps
AspectRatio
4:3
Structure
interlaced
BitRateReduction
Compression
CompressionType
uncompressed
Codec
CodecName
full frame uncompressed
CodecQuality
code regenerating
Sound
Channels
NumberOfChannels
2
SoundField
stereo
Sampling
SamplingRate
44.1 kHz
BitsPerSample
16-bit
WordSize
3-byte
Back to the top
Version 8.3.12
Rutgers University Libraries - Copyright ©2019