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Teaching critical thinking skills to student nurses in clinical settings
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In: Virtual Press (2001)
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342 |
Critical thinking, culture and context: an investigation of teaching and learning in introductory macroeconomics
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343 |
Secondary school teachers’ conceptions of critical thinking in British Columbia and Japan : a comparative study
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345 |
Operational Definitions and Assessment of Higher-Order Cognitive Constructs
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In: Educational Psychology & Counseling Publications and Other Works (1999)
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Educating preservice teachers to teach for an evaluative view of knowledge and critical thinking in elementary social studies
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347 |
Relationships among bilingualism, critical thinking ability, and critical thinking disposition of baccalaureate nursing students
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348 |
Teaching philosophy in the classroom and its promotion of critical thinking in students
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349 |
Comparing fractions, a whole class debate, Clip 2 of 5: Remembering the candy bar
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350 |
Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
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351 |
Comparing fractions and evaluating models that represent solutions, Clip 1 of 8: Writing assignment, reviewing solutions
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352 |
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
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Introducing fraction equivalence and an exploration of fraction comparison, Clip 3 of 4: Proportional Reasoning Continued
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Reviewing rod relationships and the candy bar problem, Clip 1 of 6: Whole class review of number name problems
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Fractions, Grade 4, Clip 3 of 4: Multiple models to represent one half
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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
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Abstract:
During this small group activity, the students revisited the task: Which is larger, 1/2 or 1/3, and by how much? Some of the students attempted to solve the task using balance beams, but most reverted to conventional usage of the rods. In this clip, researcher Amy Martino encourages Beth and Sarah, as well as David and Meredith, to find the number name for the difference between one half and one third. Both pairs of students find the number name of one half. In addition, Brian F. and Jessica explain to the researcher how they know which is larger, one half or one third, and record their solution. ; Transcript is also available. ; Robert B. Davis Institute for Learning. (1993). 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. [video]. ; Resource vailable in QuickTime streaming and downloadable Flash digital video formats.
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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; Physical models; Presentation view; Problem solving; Psychology of--Case studies; Public school; Reasoning and proof; Representation; Representations; Side view; White
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URL: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000059695
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Fraction as number, an introduction, Clip 1 of 8: Assigning number names to rods
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Introducing Fraction Equivalence and an Exploration of Fraction Comparison, Clip 2 of 4: An introduction to proportional reasoning.
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Fractions, Grade 4, Clip 2 of 4: Additive vs. multiplicative reasoning
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