203,910 research outputs found
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
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
A33, Fraction problems: Sharing and Number Lines (side 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). A33, Fraction problems: Sharing and Number Lines (side view), Grade 4, October 29, 1993, raw footage [video]. Retrieved fromA transcript is also available
Davis Family papers papers
No full textThis collection contains the papers of the Davis family, who owned a farm in Frederick County, Maryland, for over a hundred years. The papers consist of financial records, including farm ledgers, account books, land deeds, wills, domestic receipts and bills, business correspondence, and records of investments. The collection also contains blueprints and instructions for building a dairy barn, circa 1930s. The most comprehensive records document the time of ownership by R. Lee Davis and his son Aubrey G. Davis between 1895 and 1945, concerning dairy operations and milk distribution to Baltimore. Five account books (1890s) detail the transactions of the Fountain Mills general store, which was owned by Davis's brother Samuel
Early algebra ideas involving two variables, Clip 11 of 18: Attempts at solving problem 6
No full textIn the eleventh 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, several of the students share their preliminary ideas with the researcher, Robert B. Davis, about the table for Problem 6, as printed below. After Ankur and Michele I. describe the function verbally, Davis asks them to write a symbolic equation to describe the relationship. Romina and Brian share ideas about patterns that they see among the values in the table. Researchers Carolyn Maher, Alice Alston and Amy Martino are observing.
Table for Problem 6:
□ ∆
0 1
1 2
2 5
3 10
4 17
5 26Transcript and student work are also availableRobert B. Davis Institute for Learning. (1993). Early algebra ideas involving two variables, Clip 11 of 18: Attempts at solving problem 6. [video]. Retrieved fro
B98, Informal Math Learning program post-interview with Jennifer Jones (Teacher View), middle school, April 16, 2006, raw footage
No full textThis is a Pre/Post-Interview with Jennifer Jones by Marjory Palius about the entire IML project. She was not interviewed before.Robert B. Davis Institute for Learning. (2006). B98, Informal Math Learning program post-interview with Jennifer Jones (Teacher View), middle school, April 16, 2006, raw footage [video]. Retrieved from (add DOI after ingest
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