BetsyProof-Start

* The BetsyProof-Start video is a short segment that can be viewed as a streaming video (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and the teachers’ notes and reflections on the lesson are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual third grade classroom and was collected as part of an NSF funded project (TPE-8954724). Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a third grade mathematics class in Michigan, shows a little less than four minutes out of a longer discussion on a set of conjectures about even and odd numbers. Central here are the pupils’ efforts to prove something in mathematics. In the episode, Jeannie explains that she and her partner, Sheena, have been working together on Betsy’s conjecture (an odd number plus an odd number equals an even number) but they could not find an example where the conjecture was not true. So, she explains, they then tried “to prove that you can't prove that Betsy’s conjecture always works.” Jeannie explains their reasoning and the class goes on to discuss their ideas about proof.National Science Foundation, TPE-8954724http://deepblue.lib.umich.edu/bitstream/2027.42/65012/5/betsyproof-start_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/3/betsyproof-start_teacher-notebook.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/2/betsyproof-start.movhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/9/betsyproof-start-transcript.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/65012/12/betsyproof-start-xy_texttrack.srtDescription of betsyproof-start_background.pdf : Background information about the BetsyProof-Start videoDescription of betsyproof-start-transcript.pdf : Transcript of the BetsyProof-Start videoDescription of betsyproof-start.mov : BetsyProof-Start videoDescription of betsyproof-start_teacher-notebook.pdf : Teacher journal entry from January 26Description of betsyproof-start-xy_texttrack.srt : SubRip Subtitle fil

SeanNumbers-Ofala

* The SeanNumbers-Ofala video consists of three short segments, approximately 10 minutes long in total, that can be viewed as a single video stream (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and the teachers’ notes and reflections on the lesson are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual third grade classroom and was collected as part of an NSF funded project (TPE-8954724). Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a third grade mathematics class in Michigan, shows 10 minutes of a longer discussion about even and odd numbers. A boy named Sean comments that he has noticed something special about the number, six. He claims that it could be even and it could be odd. Sean explains his idea and the class goes on to discuss it, raising other perspectives, counterarguments, and questions.National Science Foundation, TPE-8954724http://deepblue.lib.umich.edu/bitstream/2027.42/65013/9/seannumbers-ofala-transcript.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65013/5/seannumbers-ofala_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65013/3/seannumbers-ofala_teacher-notebook.pd

Mamadou-Half-Rectangle

* The Mamadou-Half-Rectangle video is a short segment that can be viewed as a streaming video (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and an abridged lesson plan for the class are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual fifth-grade classroom taught by Deborah Loewenberg Ball. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a fifth-grade mathematics summer program in Michigan, shows a five-minute excerpt of students discussing a math problem that asks them to identify the fraction of rectangle represented by a shaded region. A key feature of this particular problem is that the rectangle under consideration is divided into regions of different sizes and shapes. The segment focuses on one student’s (Mamadou’s) answer of one-half, his explanation, and the discussion that ensues about how his solution differs from solutions that produce an answer of one-eighth. Central in this discussion is the importance of the “whole” when identifying fractions.This material is based on work partly supported by the National Science Foundation under Grant No. 0227856. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.http://deepblue.lib.umich.edu/bitstream/2027.42/78024/4/eml2007_lessonplan_071707_abridged.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/3/mamadou-half-rectangle_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/2/mamadou-half-rectangle_transcript.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/1/mamadou-half-rectangle_subtitled.mo

Naming One-Third on the Number Line

The "Naming One-Third on the Number Line" video consists of a three-minute video segment that can be viewed as a streaming video on this page. In addition, background information about the lesson and video (including samples of students' work) and a transcript of the video with a seating chart are included as pdf downloads. *** INQUIRIES/USES: This footage comes from an actual fifth grade classroom. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies and presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected]. This three-minute video segment was taken from a summer mathematics class in Michigan for rising fifth graders. In the video, students are discussing a "warm up problem" focused on identifying fractions as points on a number line. The correct answer to the particular problem being discussed is 1/3, and the target explanation would draw on the notions of the whole (the interval from 0 to 1), equal partitions of that whole, naming one part, and naming the number of equal parts. Aniyah shares her solution of 1/7 and other students –Toni, Lakeya, and Dante – ask her questions about her solution and her thinking. The video ends just before the class begins discussing this and other solutions.http://deepblue.lib.umich.edu/bitstream/2027.42/134321/1/naming-one-third-on-the-number-line.movhttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/2/naming-one-third-on-the-number-line_texttrack.srthttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/3/naming-one-third-on-the-number-line_context.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/4/naming-one-third-on-the-number-line_transcript.pdfDescription of naming-one-third-on-the-number-line.mov : Primary asset: Streaming video, "Naming One-Third on the Number Line"Description of naming-one-third-on-the-number-line_texttrack.srt : Subtitles for video, "Naming One-Third on the Number Line" (to be integrated within KMC)Description of naming-one-third-on-the-number-line_context.pdf : Background and context for video, "Naming One-Third on the Number Line"Description of naming-one-third-on-the-number-line_transcript.pdf : Transcript for video, "Naming One-Third on the Number Line