Towers Group Sharing, Clip 1 of 6: Discussing the solution and patterns related to it
Descriptive
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MovingImage
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Research data
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Observational data
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Edited data
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Repurposed data
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Longitudinal data
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School
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Qualitative research
Genre
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Educational interventions (large group)
Subject
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Topic
Sample of human subjects
Subject
(authority = LCSH)
Topic
Mathematics education
Subject
(authority = LCSH)
Topic
Learning, Psychology of--Case studies
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(authority = LCSH)
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Critical thinking in children--New Jersey--Case studies
Subject
(authority = Grade range)
Subject
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Topic
Number and operations
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Reasoning and proof
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(authority = rbdil_forms of reasoning, strategies and heuristics)
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Guessing and checking
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Manipulatives (Education)--Case studies
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Classification
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(edition = Data)
PhysicalDescription
Extent
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1
InternetMediaType
video/x-flv
TargetAudience
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Social science
TargetAudience
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Mathematics education
Note
(type = supplementary materials)
Transcript is also available.
Note
(type = APA citation)
Robert B. Davis Institute for Learning. (1990). Towers Group Sharing, Clip 1 of 6: Discussing the solution and patterns related to it [video]. Retrieved from
Name
(type = personal)
NamePart
(type = family)
Martino
NamePart
(type = given)
Amy Marie
Affiliation
Rutgers, the State University of New Jersey
Role
RoleTerm
(type = text);
(authority = marcrelator)
Researcher
Name
(type = personal)
NamePart
(type = family)
Alston
NamePart
(type = given)
Alice S.
Affiliation
Rutgers, the State University of New Jersey
Role
RoleTerm
(type = text);
(authority = marcrelator)
Researcher
OriginInfo
Place
PlaceTerm
(type = text)
New Brunswick, NJ
Publisher
Robert B. Davis Institute for Learning
CopyrightDate
(qualifier = exact);
(encoding = w3cdtf)
1990-10-11
DateCreated
(point = start);
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1990-10-11
Subject
Name
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NamePart
(type = corporate)
Harding Elementary School (Kenilworth, N.J.)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Dana (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Stephanie (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Milin (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Brian (Kenilworth, student)
Subject
Name
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NamePart
(type = personal)
Jeff (student)
Subject
Name
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NamePart
(type = personal)
Jamie (student)
Subject
Name
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NamePart
(type = personal)
Michael M. (Kenilworth, student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Joey (student)
Subject
Name
(authority = RBDIL_personal)
NamePart
(type = personal)
Michael A. (Kenilworth, student)
Subject
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Geographic
Kenilworth Public Schools
RelatedItem
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TitleInfo
Title
B51, Towers Group Sharing (presentation view), Grade 3, October 11, 1990, raw footage.
Identifier
(type = rbdil)
B51-19901011-KNWH-PV-CLASS-GR3-CMB-T4T-RAW
RelatedItem
(type = is referenced by)
TitleInfo
Title
Elementary students' construction of mathematical knowledge : analysis by profile / by Amy Marie Martino
Identifier
(type = lccn)
QA.M386 1992
Identifier
(type = rbdil)
B51-CMB-T4T-CLIP001
Extension
DescriptiveEvent
Label
Ed.D. dissertation references the video footage that includes Towers Group Sharing, Clip 1 of 6: Discussing the solution and patterns related to it
Place
Rutgers, the State University of New Jersey, New Brunswick, NJ
DateTime
(point = start);
(encoding = iso8601);
(qualifier = exact)
1992
AssociatedEntity
Affiliation
Rutgers, the State University of New Jersey
AssociatedObject
Name
Elementary students' construction of mathematical knowledge : analysis by profile
Identifier
(type = lccn)
QA.M386 1992
Reference
(type = physical)
QA.M386 1992
Detail
Dissertation is available in paper format in the Rutgers University Libraries' dissertation collection.
Abstract
(type = summary)
After the students have worked on the Towers Problem in the Towers series, researcher Alice Alston facilitates a group sharing session. She begins by asking how many towers the students have found and receives a reply of sixteen. She then asks if anyone has found a different number of towers, but no one reports having found a different number. The researcher asks if anyone thinks “there might have been seventeen” to which some students answer in the affirmative. The researcher then asks how they decided that there were not more than sixteen. Jamie explains that “if you got seventeen then it must have been that you would have had a match”. Milin shares that every tower has a “match”, a tower with the opposite color pattern. Jamie shows how the towers on her large recording sheet are arranged to display each tower and its opposite following it. The researcher asks if anyone used any other types of patterns. Dana answers that she created patterns with the different color cubes, apparently referring to patterns created within towers. Then the researcher asks Jeff and Brian if they thought there might be seventeen towers, and Brian replies that they thought there would be seventeen but that they “gave up” when then realized that the seventeenth tower was always a duplicate of one that they had found already. The researcher continues the discussion by raising the question of whether the number of towers they found is odd or even and whether or not that fact is important. Jamie says that since every tower has an opposite, they got sixteen towers, but without opposites they would only have had eight.
TitleInfo
Title
Towers Group Sharing, Clip 1 of 6: Discussing the solution and patterns related to it
RelatedItem
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TitleInfo
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/T34B2ZP3
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