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Romina interview reflections (11th grade): Everything has Romina's definition
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Romina interview reflections (11th grade): Everything has Romina's definition [video]. Retrieved from https://doi.org/doi:10.7282/T3KD1W9P

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TitleRomina interview reflections (11th grade): Everything has Romina's definition
PublisherNew Brunswick, NJ: Robert B. Davis Institute for Learning, 1999-05-18, c1999-05-18
Persistent URLhttps://doi.org/doi:10.7282/T3KD1W9P
DescriptionThis video comes from an interview conducted by researcher Carolyn Maher with Romina as an 11th grader and participant of a long-term study on development of mathematical thinking and reasoning in students. Interview questions include: "What do you think would happen if all classes were conducted like those in the longitudinal study? Why do you say you’re not confident in your abilities?" In this clip, Romina describes what would happen “if people learned the way I did” in the longitudinal study. She conjectures that people would be able to “learn more and be able to do more” if they experienced such problem solving task sessions as she did through the years. Asserting that you cannot “live your whole life being told what to do,” Romina argues that when you “do it yourself,” you will gain “more knowledge about everything.” She describes that by doing, understanding follows – “everything I do, I understand.” Specifically reflecting on her own knowledge, Romina explains that it is necessary for her to know in her “own way” and not someone else’s. Romina says she is “not confident” because, although she knows she can “do a lot,” she is not always able to explain what she knows to others particularly if they want the explanation in terms of a particular “rule” or established authority “guy.” She describes how she can “know it in my way, but not their way.” She provides an example of how she knows how to use Pascal’s triangle, but she does not recall its formal name. Reiterating that “I just know everything in my own way,” she concludes that “everything has Romina’s definition to it.”
NCTM Process StandardProblem solving, Reasoning and proof, Communication, Connections, Representation
Forms of Reasoning, Strategies and HeuristicsReflecting on past experience, Referencing a previous problem
Student ParticipantsRomina (student)
MediatorsMaher, Carolyn Alexander (Researcher)
CorporateHarding Elementary School (Kenilworth, N.J.)
SettingInformal learning
Student GenderFemale
Student EthnicityWhite
Camera ViewsStudent view
RightsThe 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.
Date Captured1999-05-18
Local IdentifierPMT107-BG-INT-CLIP001
Related Publication
   Type: Related publication
   Label: Ed.D. dissertation references the video footage that includes Romina interview reflections (11th grade): Everything has Romina's definition
   Date: 2010
   Author: Steffero, Maria (Rutgers, the State University of New Jersey)

   Name: Tracing beliefs and behaviors of a participant in a longitudinal study for the development of mathematical ideas and reasoning [electronic resource] : a case study.
   Reference: http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052894
Source
   Title: PMT107, Romina interview reflections (11th grade) (student view), Grade 11, May 18, 1999, raw footage.
   Identifier: PMT107-19990518-KNWH-SV-INT-GR11-RAW
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