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Writing With Data: A Study of Coding on a Data-Journalism Team ; Written Communication
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Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 3 (2017)
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Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension] ...
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Comparing fractions, a whole class debate, Clip 2 of 5: Remembering the candy bar
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Fraction problems, Sharing and Number Lines, Clip 1 of 5: Which is more, 1/4th or 1/9th of a candy bar? How much more?
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Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds
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Abstract:
In the second clip, researcher Carolyn Maher asked the students to build a model to show which is bigger, two thirds or one half, and by how much. The students worked with their partners to solve the problem. David and Meredith worked together, and Meredith built a model using a dark green rod, two light green rods, and three red rods. David replicated the model, and they each lined up six white rods against their model. David concluded that two thirds was bigger by one sixth. The researcher then spoke to David and Meredith about their solution to the task. Meredith and David said that two thirds is larger than one half by one sixth. Meredith justified the solution by showing that six “ones”, or white rods, were lined up against the dark green rod. The researcher asked Meredith to explain her language, and Meredith corrected it by saying that the white rods were called sixths and that six sixths equaled the dark green rod. She then showed that the difference between two red rods and one light green rod was one white rod, or one sixth. A few minutes after this exchange, researcher Amy Martino approached David and Meredith. Meredith showed her original model along with a second model that she had built. Meredith explained that her second model showed that two purple rods, or two thirds, were larger than one dark green rod, or one half, by two white rods. Initially she called the two white rods two sixths, then changed the number name to one tenth, then one twelfth and then two twelfths. She then showed that in her original model, two thirds was larger than one half by one sixth. Researcher Martino asked Meredith if there was anything else she could call the difference between two thirds and one half in the larger model, aside from two twelfths. Meredith lined up six red rods against the larger model. She concluded that the difference was one sixth. ; Transcript and student work are also available. ; Robert B. Davis Institute for Learning. (1993). Discovering equivalent fractions and introducing fraction notation, Clip 2 of 5: David and Meredith compare one half and two thirds [video]. Retrieved from
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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; Equivalent fractions; 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
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URL: http://hdl.rutgers.edu/1782.1/rucore00000001201.Video.000067448
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Comparing fractions and evaluating models that represent solutions, Clip 1 of 8: Writing assignment, reviewing solutions
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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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Fraction as number, an introduction, Clip 1 of 8: Assigning number names to rods
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A30, Fraction problems: Sharing and number lines (Side View), Grade 4, November 1, 1993, raw footage
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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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A31, Fraction problems, Sharing and number lines (Overhead/Class view), Grade 4, November 1, 1993, raw footage
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Fractions, Grade 4, Clip 2 of 4: Additive vs. multiplicative reasoning
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Fraction problems, Sharing and number lines, Clip 3 of 3: Sharing strategies
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