138,248 research outputs found
B. J. Murray
No full text"NX161058 Spr. B. J. Murray 23rd Aust. Fld. Coy. R.A.E. A.I.F. Aust."NX161058 Sapper B. J. Murray. 23rd Australian Field Company, Royal Australian Engineers, Australian Imperial Forces, Australia.Date:199
Joe B. Davis Vietnam War collection [DIGITAL CONTENT]
No full textThis collection contains documents and photographs recording the service of Joe B. Davis in the Vietnam War
B63, Madison Project: Robert B. Davis Introducing Integers With Pebbles in the Bag (Presentation & classroom view), Grade 3-5, 1950s_1960s, Clip
No full textIn this 8 minutes whole class discussion about early algebra ideas (specifically with regards to integers), Researcher Robert B. Davis models adding positive and negative integers to a class of elementary school students by having the students add and remove stones from a bag. The actions involve one student giving a command “Go” and then a second student proposes the number of stones to be added or subtracted. Davis then responds to the children’s directions from the class by either adding or removing a specific number of stones to the bag based on the directions. Davis and the students describe each action with symbolic equations that designates addition as “adding more pebbles,” which they symbolize as ‘+’, and subtraction as “take away,” which they symbolize by ‘-‘ before the numeral to designate a negative number. Examples of the equations that the students construct to represent pebble actions are:
3-3=0
5-6=-1
4-1=+3
Toward the end of the session, using pebble actions, Davis leads the class to discuss the meaning of -3 and +3 using the expression 2-5. The whole class agrees that +3 means 3 more pebbles. The camera view focuses on the teacher and whole class.Robert B. Davis Institute for Learning. (1957). B63, Madison Project: Robert B. Davis Introducing Integers With Pebbles in the Bag (presentation & classroom view), Grade 3-5, 1957_1969, Clip. [video]. Retrieved fromTranscript is also availableStudents work not availabl
Bornstein, Murray -- 1955-65 -- Correspondence, Individual -- letter, 1955-07-18
No full textLetter from Bornstein, Murray B. to Sabin, Albert B. dated 1955-07-18.Sabin Collection Fair Use Policy</a
Bornstein, Murray -- 1955-65 -- Correspondence, Individual -- letter, 1955-11-29
No full textLetter from Bornstein, Murray B. to Sabin, Albert B. dated 1955-11-29.Sabin Collection Fair Use Policy</a
Bornstein, Murray -- 1955-65 -- Correspondence, Individual -- letter, 1955-09-27
No full textLetter from Bornstein, Murray B. to Sabin, Albert B. dated 1955-09-27.Sabin Collection Fair Use Policy</a
Carl B. Davis World War I letters
No full textThis collection contains letters written by Carl Davis to members of his family while he was stationed at Camp Pike, Arkansas, during World War I
Correspondence from Jane Davis to Hiram Clawson, 1881-1884
No full textScans of letters from Jane Davis at Mosierton, Crawford County, Pennsylvania, to Hiram B. Clawson and family at Salt Lake City, Utah, 1881-1884: (1) Letter dated 29 May [1881?] by Jane Davis to cousin Hiram B. Clawson (2 pages); (2) Letter dated 3 May 1881 by Jane Davis to cousin Hiram B. Clawson (4 pages out of order, read: 3, 6, 5, 4); (3) Letter dated 7 October 188? by Jane Davis to cousin Hiram B. Clawson and family (5 pages, out of order:); (4) Letter dated "1883" by Jane Davis to cousin Hiram B. Clawson and family (3 pages), plus a separate letter to Mrs Ellen Clawson (1 page); (5) Letter dated 7 March 1883 by Jane Davis to cousin Hiram B. Clawson (4 pages); (6) Letter dated 7 September 1883 by Jane Davis to cousin Hiram B. Clawson (4 pages); (7) Letter dated 16 January 1884 by Jane Davis to cousin Hiram B. Clawson (4 pages); (8) Letter dated 18 June 1884 by Jane Davis to cousin Hiram B. Clawson (2 pages
A34, Fraction problems: Sharing and Number Lines (presentation view), Grade 4, October 29, 1993, raw footage
No full textIn 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 been to determine how much more candy each person in the smaller group would receive than those in the larger group, which they agreed to be the difference between 1/4 and 1/9, after dividing each candy bar into 10 equal pieces. Based on Cuisenaire Rod models, the students concluded that the difference was 5/36. However, a number of students, including Meredith, still argued that the difference should be 1/5. After the class agrees that 5/36 is the difference, Jessica contends that the earlier distribution was not equitable. Andrew suggests that the 3 candy bars could be divided into 30 rectangular pieces (10 per candy bar) and shared evenly among all 25 students by having each student get one whole rectangular piece and 1/5 of one of the remaining 5 rectangular pieces. A whole-class discussion follows in which the students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solutions based on building models with Cuisenaire rods. Various students mark positions for each of these fractions, and also 1/10, on a number line segment from 0 to 1, drawn on an overhead transparency.The class is then asked to work in pairs to produce number line segments and mark the positions of unit fractions from 1/2 to 1/10 and also 1/100 and 1/1000. Several of the students, including Andrew and Jessica, located 1/3 at two different points on their number line. In a final class discussion, Alan shares his number line, which includes 1/100 and 1/1000, and contends that there could be three points for 1/3. The students discuss this and conclude that the same point on the line segment cannot be named both 1/3 and 2/3 or 1/3 and 3/3 although it is appropriate to name the same point 3/3 and 1.Robert B. Davis Institute for Learning. (1993). A34, Fraction problems: Sharing and Number Lines (presentation view), Grade 4, October 29, 1993, raw footage [video]. Retrieved fromA transcript is also available
A32, Fraction problems: Sharing and Number Lines (front view), Grade 4, October 29, 1993, raw footage
No full textIn 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 been to determine how much more candy each person in the smaller group would receive than those in the larger group, which they agreed to be the difference between 1/4 and 1/9, after dividing each candy bar into 10 equal pieces. Based on Cuisenaire Rod models, the students concluded that the difference was 5/36. However, a number of students, including Meredith, still argued that the difference should be 1/5. After the class agrees that 5/36 is the difference, Jessica contends that the earlier distribution was not equitable. Andrew suggests that the 3 candy bars could be divided into 30 rectangular pieces (10 per candy bar) and shared evenly among all 25 students by having each student get one whole rectangular piece and 1/5 of one of the remaining 5 rectangular pieces. A whole-class discussion follows in which the students are asked to compare and order 1/2, 1/3, 1/4 and 1/5. David shares his solutions based on building models with Cuisenaire rods. Various students mark positions for each of these fractions, and also 1/10, on a number line segment from 0 to 1, drawn on an overhead transparency.The class is then asked to work in pairs to produce number line segments and mark the positions of unit fractions from 1/2 to 1/10 and also 1/100 and 1/1000. Several of the students, including Andrew and Jessica, located 1/3 at two different points on their number line. In a final class discussion, Alan shares his number line, which includes 1/100 and 1/1000, and contends that there could be three points for 1/3. The students discuss this and conclude that the same point on the line segment cannot be named both 1/3 and 2/3 or 1/3 and 3/3 although it is appropriate to name the same point 3/3 and 1.Robert B. Davis Institute for Learning. (1993). A32, Fraction problems: Sharing and Number Lines (front view), Grade 4, October 29, 1993, raw footage [video]. Retrieved fromA transcript is also available
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