B79-PM6-2000-FV-CLASS-GR12-CTWK

Research data

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School

Longitudinal data

Qualitative research

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Educational interventions (large group)

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Social science

Mathematics education

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Smithsonian Astrophysical Observatory. (2000). PUP Math: Possibilities of Real Life Problems

This video comes from the Rutgers-Kenilworth Study, and edited for the The Private Universe Project in Mathematics (PUP-Math). It includes narrative voice over and an interview with Researcher, Robert Speiser, interspersed with footage of students engaged with problem solving as well as interviews with students. The video footage follows a group of students participating in a 2-week Summer Workshop occurring in the summer, after the completion of 11th grade. The activity, Catwalk, occurred over a 4-day time span. The students were challenged with the problem of computing how fast a cat was moving in frames 10 and 20 of a 24-frame sequence of photographs of a cat in motion, taken by Edward Muybridge. Specifically, the challenge was to estimate “How fast is the cat moving in frame 10 and frame 20?” Organized into three groups, the students worked to create various representations that modeled the movement of the cat. The session begins by focusing on the work of one group: Mike, Angela, Shelly, Romina and Aquisha who share their results. Aquisha, a visiting student who was not from Kenilworth, provided a representation which initiated further discussion that evolved into the creation of a physical model on day 3. Various students from other groups and facilitator, Robert Speiser, re-enacted the motion of the cat by building a larger representation and modeling the movement of the cat. Matt, Victor, Benny and Romina applied the ideas from the physical model to the previously generated graphical representations. The Catwalk Task concluded on Day 4 as Researcher Maher encouraged the students to provide justification for a hypothetical bet set forth by teacher Pantozzi. At this session, each group discussed their findings and further discourse revolved around whether or not to use average velocity to represent the velocity. The video footage closed with excerpts from the 12-grade student graduation, 11 months later. It also includes students from the longitudinal study (Ankur, Romina, Brian, Shelly, Victor, Benny and Jeff) reflecting on their experience and explaining the impact that their participation in the longitudinal study had on their learning, both in and out of the mathematics classroom.

doi:10.7282/t3-t8h8-vy57

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.