298 Works

Equine behavior: behavior test, scary aisle test, Canella

No Name Supplied
Test conducted as part of the Young Horse Teaching & Research Program of the Equine Science Center, Rutgers University. Subject was RU Canella, a yearling mustang born ca. May, 2008. Test conducted by Dr. Sarah L. Ralston at the George H. Cook Campus, Rutgers University. Duration of test: 11 minutes. Overall score on a scale of 1-4 (4 is highest compliance): 4.0.

Alan's Infinity

Carolyn Alexander Maher
In this clip from 4th grade classroom study, students discuss the placement of numbers between zero and one on a number line. A debate ensues as to how many numbers exist between zero and one. Andrew suggests that a microscope can show more numbers than might be visible to the eye. Michael and Erik argue that the line would need to be made larger to include more numbers. Alan maintains that in any given interval,...

Equine behavior: behavior test, preliminary test 1 with student (Fall 2010, indoor), Annie Oakley, mustang two-year-old female

No Name Supplied
Test conducted by Rebecca Diaz at the George H. Cook Campus, Rutgers University as part of the Young Horse Teaching & Research Program of the Equine Science Center, Rutgers University. One of a series of tests comparing behavior responses of mustangs fed a high starch diet versus behavior responses of mustangs fed a low starch diet. In this second test, four mustangs have been on a high starch diet (total mixed ration cubes and 10%...

Equine behavior: behavior test, walking on cardboard test, Glinda

No Name Supplied
Test conducted as part of the Young Horse Teaching & Research Program of the Equine Science Center, Rutgers University, November, 2009. Subject was RU Glinda, a yearling draft cross born May, 2008. Test conducted by Dr. Sarah L. Ralston at the George H. Cook Campus, Rutgers University. Duration of test: 21 seconds. Overall score on a scale of 1-4 (4 is highest compliance):

Early algebra ideas involving two variables, Clip 6 of 18: Work on guess my rule problems 2 through 5

Davis, Robert B. (Robert Benjamin), Carolyn Alexander Maher, Alice S. Alston & Amy Marie Martino
In the sixth of 18 clips from Early Algebra Ideas Involving Two Variables on the second of two consecutive classroom sessions with the class of 6th grade students, the students work together to find the equations for the Truth Sets for Problems 2 through 5 printed below. Students share their work with researcher, Robert Davis, who suggests whole class sharing. Several students ask for more time to discover the "secrets" for themselves. Michele I., Ankur,...

Equine behavior: behavior test, novel object test with ball (part 2), Sundance, mustang yearling gelding

No Name Supplied
Test conducted by Alli Sommerkorn at the George H. Cook Campus, Rutgers University as part of the Young Horse Teaching & Research Program of the Equine Science Center, Rutgers University. One of a series of tests comparing behavior responses of mustangs fed a high starch diet versus behavior responses of mustangs fed a low starch diet. In this novel object test, the horses are allowed to investigate a medicine ball for 3 minutes. In this...

Early algebra, investigating linear functions, series 5 of 7, ladder problem, Clip 5 of 7: Ariel revisits his solution for the 120 step ladder

John Francisco, Prashant V. Baldev & Markus Hahkioniemi
In the fifth of seven clips from an after-school enrichment session in an urban middle school, Ariel, a 7th grade boy, continues his work on the Ladder Problem. Researcher John Francisco challenges Ariel to reexamine his solution for a ladder with 120 steps by comparing it with the procedure that he had written down as a general rule for finding the number of rods for ladders with even numbers of steps. The procedure that Ariel...

Early algebra, investigating linear functions, series 5 of 7, ladder problem, Clip 1 of 7: How many rods for 10 step and 100 step ladders?

John Francisco & Prashant V. Baldev
In the first of seven clips from an after-school enrichment session in an urban middle school, two 7th grade boys, Ariel and James, are exploring ideas about functions. Researcher John Francisco begins the session by arranging five Cuisenaire rods of the same length to form the shape of an “H”. The researcher adds one more rod to each side with a third rod between them and asks Ariel and James what they think this structure...

Interview between Ryan Goldberg and Gina Heredea

Ryan A. Goldberg & Gina Heredea
Undergraduate final project submitted to Professor Thomas A. Castillo of the History Department, College of Arts and Humanities for a course sponsored by the Center for the New America, University of Maryland, College Park. Final project for HIST428N Immigrant Life Stories: An Oral History Practicum (spring 2014).

Discovering equivalent fractions and introducing fraction notation, Clip 4 of 5: Danielle and Gregory compare one half and two thirds

Alice S. Alston
In the fourth clip, researcher Alice Alston worked with Gregory and Danielle on the task: Which is larger two thirds or one half and by how much? Danielle built two models, one using the dark green rod as one and the other using an orange and a brown train, two blue rods, three dark green rods, and eighteen white rods. She showed that two thirds was larger by one half by three eighteenths when using...

Fraction problems, Sharing and Number Lines, Clip 5 of 5: Placing fractions on the number line

Carolyn Alexander Maher
In the last of five clips from a single class session, the researcher reviews with the students how to place whole numbers on a number line. The students are then asked to decide about the placement of numbers between 0 and 1 on the line. After Alan shares the number line he has drawn with increasingly small fractions (1/10. 1/100 and 1/1000), the researcher asks the students where to place 1/3 on his line. Alan...

A88, Discovering equivalent fractions and introducing fraction notation (side view), Grade 4, October 4, 1993, raw footage

Carolyn Alexander Maher
Researcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class agreed that the proportions within each model need to be the same, but that the parts of the models cannot be interchanged. Then, the class worked in partners on the problem: Which is larger, one half or two thirds, and by how much? Meredith,...

A95, Building large models to show equivalence, a generalization (presentation view), Grade 4, Oct. 11, 1993, raw footage

Carolyn Alexander Maher
During this session, conducted as a whole class discussion, Researcher Carolyn Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or three fourths, and by how much? First, she asked students to show her the smallest model that could be built to show the difference between the two fractions. After it was built, she asked the students to convince her that it was indeed...

Building large models to show equivalence, a generalization, Clip 1 of 3: Finding the smallest model

Carolyn Alexander Maher
At the start of the session, researcher Carolyn Maher asked the students if they remember working on comparing two thirds and three quarters. She mentioned that she had seen students build more than one model, and asked the students how many models they thought were possible to build. Michael conjectured that if one knew the “secret” behind the models, he could build models using all the rods. Amy commented that they had found six models,...

Shirts and Pants Group Sharing, Clip 1 of 3: Jamie, Michael, Stephanie and Dana share their solutions

Alice S. Alston
After the students have worked on the Shirts and Pants Problem in the Shirts and Pants series, researcher Alice Alston facilitates a group sharing session. Jamie and Michael share their solution first, demonstrating the six outfits they have drawn. The researcher then asks if anyone else has drawn pictures to solve the problem and some students indicate that they have by raising their hands. Stephanie and Dana share next, after the researcher asks if anyone...

A96, Building large models to show equivalence, a generalization (student view), Grade 4, Oct. 11, 1993, raw footage

Carolyn Alexander Maher
During this session, conducted as a whole class discussion, Researcher Carolyn Maher revisited the problem that the students had worked on during the previous three sessions: Which is larger, two thirds or three fourths, and by how much? First, she asked students to show her the smallest model that could be built to show the difference between the two fractions. After it was built, she asked the students to convince her that it was indeed...

A86, Discovering equivalent fractions and introducing fraction notation (classroom view), Grade 4, October 4, 1993, raw footage

Carolyn Alexander Maher
Researcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class agreed that the proportions within each model need to be the same, but that the parts of the models cannot be interchanged. Then, the class worked in partners on the problem: Which is larger, one half or two thirds, and by how much? Meredith,...

A87, Discovering equivalent fractions and introducing fraction notation (presentation view), Grade 4, October 4, 1993, raw footage

Carolyn Alexander Maher
Researcher Maher began the session by discussing the relative size of fractions within different models. Using the analogy of two different sized dioramas of children in a fishing boat, the class agreed that the proportions within each model need to be the same, but that the parts of the models cannot be interchanged. Then, the class worked in partners on the problem: Which is larger, one half or two thirds, and by how much? Meredith,...

A92, Building large models to show equivalence, an exploration (classroom view), Grade 4, October 7, 1993, raw footage

Carolyn Alexander Maher
Researcher Maher began the session by discussing the ideas that the students had worked on during the previous session. Then, the students worked in groups and revisited the task: Which is larger, one half or three fourths, and by how much? This task had been introduced during the previous session, and the students were again encouraged to build multiple models to show their solutions. Several students joined forced to build large models to represent their...

Shirts and Pants Group Sharing, Clip 2 of 3: Michael, Gerardo, Jeff, Brian, and Matt share their solutions

Alice S. Alston
In this clip, students continue to share their solutions to the Shirts and Pants Problem, which they have worked on in the Shirts and Pants series. Michael and Gerardo share their solution in which they have drawn lines between the shirts and pants, saying that their solution is more like Stephanie and Dana’s than Jamie and Michael’s. Jeff and Brian, who have drawn six outfits of shirts and pants without using lines, share their solution...

Shirts and Pants with Jamie and Michael, Clip 3 of 3: Recording a graphical representation of their solution

Amy Marie Martino
In this clip, Jamie and Michael discuss their solutions to the Shirts and Pants Problem introduced in first clip in this series. They compare their individual solutions and find that they match. Researcher Alice Alston recommends that they depict a graphical representation of their solution on the large sheet in addition to the narrative solution which Jamie has already included. Jamie and Michael then work on drawing their solution of shirts and pants outfits on...

Topological frustration of artificial spin ice supplemental movies

John Cumings, Thomas Marsh & Jasper Drisko
Supplemental movies for the manuscript entitled "Topological frustration of artificial spin ice."

A33, Fraction problems: Sharing and Number Lines (side view), Grade 4, October 29, 1993, raw footage

Carolyn Alexander Maher, Davis, Robert B. (Robert Benjamin) & Gunnar Gjone
In this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the students to review their conclusions from the previous day’s class when they were asked to share a candy bar equally among the students in their small group. Two groups had been composed of eight students while another was composed of nine students, and their task had...

A32, Fraction problems: Sharing and Number Lines (front view), Grade 4, October 29, 1993, raw footage

Carolyn Alexander Maher, Davis, Robert B. (Robert Benjamin) & Gunnar Gjone
In this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the students to review their conclusions from the previous day’s class when they were asked to share a candy bar equally among the students in their small group. Two groups had been composed of eight students while another was composed of nine students, and their task had...

A34, Fraction problems: Sharing and Number Lines (presentation view), Grade 4, October 29, 1993, raw footage

Carolyn Alexander Maher, Davis, Robert B. (Robert Benjamin) & Gunnar Gjone
In this raw footage, full-session video, Dr. Davis first introduces Gunnar Gjone as a visiting mathematics educator from Norway. The researcher, Carolyn Maher, begins the session by asking the students to review their conclusions from the previous day’s class when they were asked to share a candy bar equally among the students in their small group. Two groups had been composed of eight students while another was composed of nine students, and their task had...

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