Staff View
The infinite number line, Clip 2 of 4: Placing integers on the number line

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)
Amy (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Audra (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Erik (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Jessica (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Kimberly (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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Topic
Public school
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Topic
Mixed
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White
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Topic
Classroom view
Subject (authority = rbdil_cameraView)
Topic
Presentation view
Subject (authority = rbdil_cameraView)
Topic
Side view
Subject (authority = rbdil_topic)
Topic
Operations with fractions
Subject (authority = rbdil_mathProblem)
Topic
Placing fractions on a number line
Subject (authority = rbdil_mathTools)
Topic
Rulers
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject (authority = rbdil_representations)
Topic
Number lines
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 is also available.
Note (type = APA citation)
Robert B. Davis Institute for Learning. (1993). The infinite number line, Clip 2 of 4: Placing integers on the number line [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)
1993-11-03
RelatedItem (type = is referenced by)
TitleInfo
Title
Tracing students' growing understanding of rational numbers / by Suzanna E. Schmeelk
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
RelatedItem (type = host)
TitleInfo
Title
B10, The infinite number line (classroom view), Grade 4, November 3, 1993, raw footage.
Identifier (type = rbdil)
B10-19931103-CNCR-CV-CLASS-GR4-FRC-NMBRL-RAW
RelatedItem (type = host)
TitleInfo
Title
B11, The infinite number line (presentation view), Grade 4, November 3, 1993, raw footage.
Identifier (type = rbdil)
B11-19931103-CNCR-PV-CLASS-GR4-FRC-NMBRL-RAW
RelatedItem (type = host)
TitleInfo
Title
B12, The infinite number line (side view), Grade 4, November 3, 1993, raw footage.
Identifier (type = rbdil)
B12-19931103-CNCR-SIV-CLASS-GR4-FRC-NMBRL-RAW
Extension
DescriptiveEvent
Type
Related publication
Label
Ed.D. dissertation references the video footage that includes The infinite number line, Clip 2 of 4: Placing integers on the number line
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime (encoding = w3cdtf); (qualifier = exact)
2010
AssociatedEntity
Role
Author
Name
Schmeelk, Suzanna E.
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
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Dissertation
Relationship
References
Name
Tracing students' growing understanding of rational numbers
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Reference (type = digital)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052898
Detail
Dissertation available in digital format in the Rutgers University Libraries dissertation collection.
Identifier (type = rbdil)
B10B11B12-FRC-CMPRF-CLIP002
Abstract (type = summary)
In the second clip researcher Carolyn Maher stated that the class would be studying pieces of the number line. She referred to the homework from the prior session and stated that the class was supposed to place fractions between the numbers, zero and two. Alan stated that he had placed the number “one” half way between the numbers zero and two. The researcher asked the class where they would place the numbers “three” and “four” on the number line, to which responded. By and measuring with a ruler the distance between one and two, she used the same length to place two. Jessica again used the ruler to copy the length on the projected line to mark four. The researcher asked the class where they would place a million and about the arrow going in the opposite direction. Amy responded that it was for negative numbers. Amy came up to the overhead and placed the number “negative one” using a ruler. The researcher asked about the number “negative two”. Amy followed with placing “negative two” on the line. The researcher commented that the class was telling her something about where to place positive and negative numbers. Kimberly said that negatives were beyond zero to the left and that positive numbers would beyond zero to the right on the number line. Alan added that he thought all numbers to the left of zero would be negative and all numbers to the right of zero would be positive. The researcher asked the class if they knew what to call the whole numbers to the left and right of zero. The students indicated that they did not know, and the researcher then introduced the word integer and wrote it on the overhead projector, as well as set notation for integers to include the set of negative and positive whole numbers, indicating that the set is infinite {…, -2, -1, 0, 1, 2, 3,…} next to the word integer.
TitleInfo
Title
The infinite number line, Clip 2 of 4: Placing integers on the number line
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067472
RelatedItem (type = host)
TitleInfo
Title
Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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NjNbRU
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers University. Libraries)
NjR
Identifier (type = doi)
doi:10.7282/T3PV6HZZ
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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
ContactInformationDate
2009-11-03
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Source

SourceTechnical
SourceType
Videotape
Format
S-VHS
Gauge
1/2-inch
Duration
00:07:19
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Technical

RULTechMD (ID = TECHNICAL1)
VideoSampling
SamplingSize
4:2:2
WordSize
3-byte
BitsPerSample
24-bit
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full
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Duration
00:07:19
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MS Video
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640
Width
480
Rate
29.97 fps
AspectRatio
4:3
Structure
interlaced
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uncompressed
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CodecName
full frame uncompressed
CodecQuality
code regenerating
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stereo
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BitsPerSample
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RULTechMD (ID = TECHNICAL2)
ContentModel
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RULTechMD (ID = TECHNICAL3)
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Video
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