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)
Subject
(authority = NCTM Content)
Topic
Number and operations
Subject
(authority = NCTM Process)
Subject
(authority = NCTM Process)
Topic
Reasoning and proof
Subject
(authority = NCTM Process)
Subject
(authority = NCTM Process)
Subject
(authority = NCTM Process)
Subject
(authority = rbdil_gradeLevel)
Subject
(authority = rbdil_mathStrand)
Subject
(authority = rbdil_setting)
Subject
(authority = rbdil_schoolType)
Subject
(authority = rbdil_studentGender)
Subject
(authority = rbdil_studentEthnicity)
Subject
(authority = rbdil_cameraView)
Subject
(authority = rbdil_cameraView)
Subject
(authority = rbdil_cameraView)
Subject
(authority = rbdil_topic)
Topic
Operations with fractions
Subject
(authority = rbdil_mathProblem)
Topic
Placing fractions on a number line
Subject
(authority = rbdil_mathTools)
Subject
(authority = rbdil_forms of reasoning, strategies and heuristics)
Subject
(authority = rbdil_representations)
Subject
(authority = rbdil_district)
Geographic
Colts Neck Township Schools
Subject
HierarchicalGeographic
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
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
Name
Schmeelk, Suzanna E.
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
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
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/T3PV6HZZ
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