Early algebra, investigating linear functions, series 3 of 7, graphing and sharing Guess My Rule problems, Clip 6 of 7: Brandon working on James' Guess My Rule problem
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Longitudinal data
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School
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Qualitative research
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Educational interventions (small group)
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Frank J. Hubbard Middle School (Plainfield, N.J.)
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Yonny (student)
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Brandon G. (student)
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Ariel (student)
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James T. (student)
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Sample of human subjects
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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 = NCTM Content)
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Reasoning and proof
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Recognizing a pattern
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Algebraic expressions
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Plainfield Public Schools
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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. (2005). Early algebra, investigating linear functions, series 3 of 7, graphing and sharing Guess My Rule problems, Clip 6 of 7: Brandon working on James' Guess My Rule problem [video]. Retrieved from
Name
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Baldev
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Prashant V.
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Researcher
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Rutgers, the State University of New Jersey
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Weber
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Keith
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Rutgers, the State University of New Jersey
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(type = text);
(authority = marcrelator)
Researcher
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(type = personal)
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(type = family)
McCullloch
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(type = given)
Allison
Affiliation
North Carolina State University
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(type = text);
(authority = marcrelator)
Researcher
Name
(type = personal)
NamePart
(type = family)
Pedrick
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(type = given)
Lou
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(type = text);
(authority = marcrelator)
Teacher
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Plainfield Public Schools
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New Brunswick, NJ
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Robert B. Davis Institute for Learning
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2005-11-03
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2005-11-03
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TitleInfo
Title
Urban, seventh-grade students building early algegra ideas in an informal after school program / by Prashant V. Baldev
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QA.B175 2009
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B28-20051103-PFLD-SV-IFML-GR7-ALG-VAR-RAW
TitleInfo
Title
B28, Early algebra, investigating linear functions, Guess My Rule introduction group 2 (student view), Grade 7, November 3, 2005, raw footage.
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(type = host)
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B29-20051103-PFLD-TV-IFML-GR7-ALG-VAR-RAW
TitleInfo
Title
B29, Early algebra, investigating linear functions, Guess My Rule introduction group 2 (teacher view), Grade 7, November 3, 2005, raw footage.
Extension
DescriptiveEvent
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Ed.D. dissertation references the video footage that includes Early algebra, investigating linear functions, series 3 of 7, graphing and sharing Guess My Rule problems, Clip 6 of 7: Brandon working on James' Guess My Rule problem
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
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2009
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Rutgers, the State University of New Jersey
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Urban, seventh-grade students building early algegra ideas in an informal after school program
Identifier
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QA.B175 2009
Reference
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QA.B175 2009
Detail
Dissertation is available in paper format in the Rutgers University Libraries' dissertation collection.
Identifier
(type = rbdil)
B28B29-ALG-VAR-CLIP012
TitleInfo
Title
Early algebra, investigating linear functions, series 3 of 7, graphing and sharing Guess My Rule problems, Clip 6 of 7: Brandon working on James' Guess My Rule problem
Abstract
(type = summary)
In the sixth of seven clips in Series 3 of Exploring Linear Functions: Graphing and sharing Guess My Rule problems, a group of 7th grade boys in an after-school enrichment class are trying to find a general rule that will work for the problem that James posed in Clip 5 of this series. Brandon first claims to know the rule and describes it as the pattern where the values of X are increasing by one and the values of Y are increasing by three. Researchers Keith Weber, Prashant Baldev and teacher/intern Lou Pedrick affirm the pattern that he has described but ask him whether he can find a relationship between each value of X with its corresponding value of Y. When Brandon says that he does not understand what they mean, the researchers show him the transparency for problem 1 with Ariel's rule, Y=2X+1, and the examples that Ariel had given to justify his rule. Brandon exclaims: "Oh!" and begins to analyze the X and Y values for James' problem. He explains his ideas to researcher Allison McCulloch, and show how his rule works for all the values in the table. He then justifies his conclusions to researcher Weber and, after explaining the rule for the values on the table, gives the Y values for X=100 and for X=10.
Guess My Rule Problem 1.
X____ Y_
0 1
1 3
2 5
3 7
4 9
5 11
James' Problem.
X____ Y_
0 9
1 12
2 15
3 18
4 21
5 24
RelatedItem
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Title
Robert B. Davis Institute for Learning Mathematics Education Collection
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rucore00000001201
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NjNbRU
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NjR
Identifier
(type = doi)
doi:10.7282/T3BV7DK2
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