In this clip, researcher Alice Alston continues a discussion started in the previous clip in this series. The discussion centers on how many towers can be built three cubes high when selecting from two colors. Some students guess that there would be the same number of towers built from three cubes as there are from four. When questioned why she believes the number of towers would be the same, Stephanie answers that removing one block from a tower would not “change the whole thing [because] it’s just going to be one less”. Other students offer their opinions; one says there would be a “lot more”, some say there would be the same number, and some say there would be fewer. After hearing the students’ guesses, the researcher asks the students t...
In the sixth clip in a series of eleven from the sixth of seven interviews, 8th grader Stephanie is ...
In this edited clip, Stephanie answers questions from Researcher Amy Martino about her problem solvi...
The fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At th...
In this clip, researcher Alice Alston leads a discussion about how many towers could be built three ...
Having worked in the previous two clips of this series to create towers three cubes high selecting f...
After a discussion in clip four of this series about how many towers can be built three cubes high w...
After a discussion in the previous clip in this series about how many towers can be built three cube...
After the students have worked on the Towers Problem in the Towers series, researcher Alice Alston f...
In this clip, researcher Amy Martino introduces the following problem to the students: “How many dif...
This one-on-one interview between Researcher Carolyn Maher and Stephanie is a 48-minute discussion t...
In clip three of five, Milin, a fifth grade student, shares his inductive argument for building tow...
In this clip, researcher Alice Alston asks Stephanie and Dana how many towers they have created. The...
In clip 4 of 5, fifth grade student Matt shares his understanding of Milin’s inductive argument wit...
In the second clip in a series of seven from the seventh of seven interviews, 8th grader Stephanie f...
In this final clip, an exuberant Stephanie presents her understanding of the “doubling rule” to the ...
In the sixth clip in a series of eleven from the sixth of seven interviews, 8th grader Stephanie is ...
In this edited clip, Stephanie answers questions from Researcher Amy Martino about her problem solvi...
The fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At th...
In this clip, researcher Alice Alston leads a discussion about how many towers could be built three ...
Having worked in the previous two clips of this series to create towers three cubes high selecting f...
After a discussion in clip four of this series about how many towers can be built three cubes high w...
After a discussion in the previous clip in this series about how many towers can be built three cube...
After the students have worked on the Towers Problem in the Towers series, researcher Alice Alston f...
In this clip, researcher Amy Martino introduces the following problem to the students: “How many dif...
This one-on-one interview between Researcher Carolyn Maher and Stephanie is a 48-minute discussion t...
In clip three of five, Milin, a fifth grade student, shares his inductive argument for building tow...
In this clip, researcher Alice Alston asks Stephanie and Dana how many towers they have created. The...
In clip 4 of 5, fifth grade student Matt shares his understanding of Milin’s inductive argument wit...
In the second clip in a series of seven from the seventh of seven interviews, 8th grader Stephanie f...
In this final clip, an exuberant Stephanie presents her understanding of the “doubling rule” to the ...
In the sixth clip in a series of eleven from the sixth of seven interviews, 8th grader Stephanie is ...
In this edited clip, Stephanie answers questions from Researcher Amy Martino about her problem solvi...
The fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At th...