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Creators/Authors contains: "Talbot, E."

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  1. ; ; ; (, Proceedings of the Forty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    This paper describes a modeling task designed to improve students’ understanding of music and related unit structures (e.g., whole note, half note). Fourteen upper elementary students were asked to build models of melodies using Cuisenaire rods and make arguments about how their models represented what they heard. Our analysis of students’ models suggested four categories of models. Students exhibited one- or two-dimensional reasoning with either (or both) height and length correspondence that varied in terms of duration and/or pitch features. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, Proceedings of the Forty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    This paper describes a modeling task designed to improve students’ understanding of music and related unit structures (e.g., whole note, half note). Fourteen upper elementary students were asked to build models of melodies using Cuisenaire rods and make arguments about how their models represented what they heard. Our analysis of students’ models suggested four categories of models. Students exhibited one- or two-dimensional reasoning with either (or both) height and length correspondence that varied in terms of duration and/or pitch features. 
    more » « less
    Accepted Manuscript Full Text Available