Staff View
The infinite number line, Clip 3 of 4: How many numbers between 0 and 1?

Descriptive

TypeOfResource
MovingImage
Genre (authority = RURes_Genre)
Research data
Genre (authority = RURes_dataGenre)
Observational data
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Edited data
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Repurposed data
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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)
Andrew (student)
Subject
Name (authority = RBDIL_personal)
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Audra (student)
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Name (authority = RBDIL_personal)
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Brian F. (Colts Neck, student)
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David (student)
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Name (authority = RBDIL_personal)
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Erik (student)
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Gregory (student)
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James (student)
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Name (authority = RBDIL_personal)
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Jessica (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Mark (student)
Subject
Name (authority = RBDIL_personal)
NamePart (type = personal)
Meredith (student)
Subject
Name (authority = RBDIL_personal)
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Michael (Colts Neck, student)
Subject (authority = RURes_subjectOfStudy)
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Sample of human subjects
Subject (authority = LCSH)
Topic
Mathematics education
Subject (authority = LCSH)
Topic
Learning, Psychology of--Case studies
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Topic
Critical thinking in children--New Jersey--Case studies
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3-5
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Number and operations
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Problem solving
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Reasoning and proof
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Communication
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Connections
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Representation
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4
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Fractions
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Classroom
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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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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
Reasoning by analogy
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Direct reasoning
Subject (authority = rbdil_forms of reasoning, strategies and heuristics)
Topic
Recursive 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 3 of 4: How many numbers between 0 and 1? [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 3 of 4: How many numbers between 0 and 1?
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
Type
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-CLIP003
Abstract (type = summary)
In the third clip researcher Carolyn Maher stated that similarly to the number line going on and on forever, so does the numbers in between zero and one. The students then explored dividing the line segments into zillionths, billions and googles. Alan commented that a person could divide the smallest of fractions into zillionths. He continued to say that after you divided the smallest of fractions into zillionths that there would still be space in between. Michael added that a person would need the biggest number line in the world. Erik countered that it did not make sense and Alan replied that it did make sense. The researcher intervened and asked Erik if that were still true if the one whole were changed to a zillion. Erik stated if the whole were a zillion, then they could divide it into zillionths. Andrew stated that if a person put the number line under a magnifying glass then they would be able to see that there was space left between the one hundredth and the one thousandth. Alan extended the idea and suggested placing the number line under a microscope to enlarge the line and see that there was still more space in there. The researcher asked what scientists find in the sky when they use more powerful telescopes. The students responded that they find more and more stars. Erik, then, said that he did not understand that when a person uses a microscope to get more space, in reality a person is not getting more space. Andrew responded that actually a human eye cannot see the space. Erik and Alan bantered about their statement meanings. Alan followed with a hypothetical situation where a person had a very small pen and drew a small line then the space between the line (the zillionth) and the zero would have unknown space to the human eye, but you could see it under a microscope. The researcher intervened and said that Erik might be interpreting more space to mean extending the length of the segment. Erik replied affirmatively. The researcher commented that both students had different pictures in their heads. Alan and Brian talked about difficulty for the human eye to see dust particles. Brian commented that a dust particle was like the zillionths and trillionths. Alan agreed. David commented that with a microscope a person is only seeing closer not seeing more. The researcher then asked the class what they thought of the class discussion and Audra, Jessica, Mark, David and Michael offered support or further comments to the arguments. The researcher asked the class to give number names to the tiny little lines and called on Alan, who drew an enlarged portion of the number line and showed the class all the space between the zero and the hundredth on the enlarged portion of the line. He said you could now divide that space into halves, thirds, fourths, and fifths. The researcher invited comments, to which David and Andrew, Brian and Meredith responded. Alan continued that you could keep on acting on the number via magnifying, magnifying, dividing, magnifying and dividing it.
TitleInfo
Title
The infinite number line, Clip 3 of 4: How many numbers between 0 and 1?
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067473
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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/T3CN72GT
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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
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Videotape
Format
S-VHS
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1/2-inch
Duration
00:16:50
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