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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 19 of 19 1 PUP Math: Gang of four Harvard-Smithsonian Center for Astrophysics. - : Annenberg Learner, 2000 BASE Show details 2 Comparing fractions, a whole class debate, Clip 2 of 5: Remembering the candy bar Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 3 Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds Martino, Amy Marie (Researcher); Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 4 Comparing fractions and evaluating models that represent solutions, Clip 1 of 8: Writing assignment, reviewing solutions Maher, Carolyn Alexander (Researcher); Davis, Robert B. (Robert Benjamin) (Researcher); Martino, Amy Marie (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 5 Reviewing rod relationships and the candy bar problem, Clip 3 of 6: What is the number name for red when the yellow and light green rod is two? A whole class discussion Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 6 Introducing fraction equivalence and an exploration of fraction comparison, Clip 3 of 4: Proportional Reasoning Continued Martino, Amy (Researcher); Phillips, Joan (Teacher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 7 Reviewing rod relationships and the candy bar problem, Clip 1 of 6: Whole class review of number name problems Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 8 Fractions, Grade 4, Clip 3 of 4: Multiple models to represent one half Martino, Amy (Researcher); Phillips, Joan (Teacher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 9 PUP Math Brandon interview Harvard-Smithsonian Center for Astrophysics. - : Annenberg Learner, 1993 BASE Show details 10 Introducing fraction equivalence and an exploration of fraction comparison, Clip 4 of 4: Finding the number name for the difference between one half and one third Martino, Amy (Researcher); Phillips, Joan (Teacher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 11 Fraction as number, an introduction, Clip 1 of 8: Assigning number names to rods Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 12 Introducing Fraction Equivalence and an Exploration of Fraction Comparison, Clip 2 of 4: An introduction to proportional reasoning. Martino, Amy (Researcher); Phillips, Joan (Teacher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 13 Fractions, Grade 4, Clip 2 of 4: Additive vs. multiplicative reasoning Maher, Carolyn Alexander (Researcher); Martino, Amy (Researcher); Phillips, Joan (Teacher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 14 Fraction problems, Sharing and number lines, Clip 3 of 3: Sharing strategies Maher, Carolyn Alexander (Researcher); Phillips, Joan (Teacher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 15 Comparing fractions and evaluating models that represent solutions, Clip 4 of 8: Comparing one half and one third, different number names for the white rod Maher, Carolyn Alexander (Researcher); Davis, Robert B. (Robert Benjamin) (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 16 Reviewing rod relationships and the candy bar problem, Clip 5 of 6: Comparing one half and one third, part 1 Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 BASE Show details 17 Fraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for Learning, 1993 Abstract: In the third of eight clips from this session, researcher Carolyn Maher asked the students what number name they would give the red rod if the green rod was called one. Beth said that the red rod would be called one third and explained, “if you put three on them it makes one whole.” Next the researcher asked the students if the light green rod was one third as long as the blue rod. Jessica responded that this was true, since three light green rods equaled the blue rod in length and the whole class agreed that the light green rod would be called one third if the blue rod was called one. At this point, the researcher noted that different rods had been called one in previous tasks. She asked the class if number names of the rods could change and if color names of the rods could change. The students answered that the number names could change and eventually came to the consensus that the color names of the rods were permanent. The researcher then asked the students to explain how the number names could change and Erik responded directly by using the two problems that they had just worked on as examples. Michael then explained further that this happened when different rods were given the number name one in the different problems. The researcher then asked the students to find all the different rods and determine their color names. The students organized their rods in a variety of ways to determine the amount of different rods. The researcher asked Kelly to describe how she had organized the rods, and Kelly explained that she had begun by finding the longest rod and had proceeded to organize them by length until she had found the smallest rod. She then listed the rods by color in that order. ; Transcript and student work are also available. ; Robert B. Davis Institute for Learning. (1993). Fraction as number, an introduction, Clip 3 of 8: Permanent color names and flexible number names for rods [video]. Retrieved from Keyword: 3-5; 4; Classroom; Classroom view; Communication; Comparing fractions; Connections; Critical thinking in children--New Jersey--Case studies; Cuisenaire rods; Direct reasoning; Fraction as number; Fractions; Learning; Manipulatives (Education)--Case studies; Mathematics education; Mixed; Number and operations; Operations with fractions; Physical models; Presentation view; Problem solving; Psychology of--Case studies; Public school; Reasoning and proof; Representation; Sample of human subjects; Side view; White URL: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067411 BASE Hide details 18 Fraction problems, Sharing and number lines, Clip 1 of 3: Sharing candy bars, Introducing the problem Maher, Carolyn Alexander (Researcher). - : Robert B. Davis Institute for learning, 1993 BASE Show details 19 PUP Math Towers of Hanoi Harvard-Smithsonian Center for Astrophysics. - : Annenberg Learner, 1993 BASE Show details

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