Search results for author:"Patricia Moyer Packenham"
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Utah State University
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 2 (April 2007) pp. 155–173
Both virtual and physical manipulatives are reported as effective learning tools when used with different groups of students in a variety of contexts to learn mathematical content. The use of multiple representations and the flexibility to translate ...
Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 1 (January 2012) pp. 39–59
This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and...
The Teachers’ Mathematics and Technology Holistic Framework (T-MATH Framework): A Comprehensive Model for Examining Pre-Service Teachers’ Knowledge of Technology Tools for Mathematical Learning
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4377–4381
This virtual poster session will showcase a comprehensive model for examining pre-service elementary teachers’ knowledge of technology for teaching mathematics (Johnston & Moyer-Packenham, 2012). This model, known as the Teachers’ Mathematics and...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2163–2172
Digital math games on touch-screen devices have become popular as effective tools to support mathematics learning. Many educational games incorporate gaming elements such as points, stars, coins, or storylines to increase student interest and...
Topics: mathematics education
Making Sense of Integer Arithmetic: The Effect of Using Virtual Manipulatives on Students’ Representational Fluency
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 2 (April 2012) pp. 93–113
This study investigated how the use of virtual manipulatives in integer instruction impacts student achievement for integer addition and subtraction. Of particular interest was the influence of using virtual manipulatives on students’ ability to...
International Journal of Virtual and Personal Learning Environments Vol. 4, No. 3 (July 2013) pp. 35–50
Journal of Computers in Mathematics and Science Teaching
With recent advances in computer technology, it is no surprise that the manipulation of objects in mathematics classrooms now includes the manipulation of objects on the computer screen. These objects, referred to as virtual manipulatives, are...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 761–767
Touch-screen mathematics apps are being used in homes and classrooms to support children’s mathematics learning and understanding. The purpose of this inquiry was to understand the affordances of simultaneous linking features when young children use ...
Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 1 (January 2016) pp. 5–31
This exploratory study examined the influence of different virtual manipulative (VM) types on the nature of student pairs’ techno-mathematical discourse (TMD). Three fifth-grade student pairs participated in 9 sessions of mathematics instruction...
The Elementary Mathematics Teachers Academy: An Individualized Online CCSS Mathematics Professional Development
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2271–2276
The Elementary Mathematics Teachers Academy is an online for-credit master’s-level professional development (PD) program designed by developers at Utah State University (USU). The Academy is the first of its kind PD learning program in which...
Journal of Interactive Online Learning Vol. 11, No. 3 (2012) pp. 103–120
The purpose of this study was to examine pictorial representations, whether in static or dynamic modalities, and their impact on student learning in a classroom with low-achieving students. The investigation emerged from a classroom teacher's action ...
Topics: Elementary Education
Technology-Supported Mathematics Environments: Telecollaboration in a Secondary Statistics Classroom
Australian Mathematics Teacher Vol. 61, No. 4 (2005) pp. 28–32
The Internet, an exciting and radically different medium infiltrating pop culture, business, and education, is also a powerful educational tool with teaching and learning potential for mathematics. Web-based instructional tools allow students and...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2192–2200
This study examined children’s learning when they played 12 digital math games to understand how design features promoted children’s awareness of the affordances in the games, and how this contributed to their learning. Elementary-aged children (N...
Journal of STEM Education Vol. 10, No. 2 (Sep 04, 2009)
This study examines archival data from a federally-funded mathematics and science program (NSF-MSP) where partnerships in the program provided pre-service and in-service education for mathematics and science teachers. Of particular interest in the...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 465–473
This paper reports on a large clinical study with 193 children (Grades 3-6) who interacted with 12 digital math games during clinical interviews Children completed a pretest, interacted with the digital math games, completed a posttest, and answered ...
The Brain’s Response to Digital Math Apps: A Pilot Study Examining Children’s Cortical Responses During Touch-Screen Interactions
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 1 (January 2018) pp. 69–86
Functional near-infrared spectroscopy (fNIRS) is an easy to use neuroimaging technique that is portable and maintains a liberal tolerance to movement. As such, fNIRS represents an ideal tool to observe children’s neural activity as they engage in...
Effective Teaching with Technology: Managing Affordances in IPad Apps to Promote Young Children’s Mathematics Learning
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2648–2655
This paper contributes new insights on young children’s use of virtual manipulative mathematics touch-screen apps. We conducted clinical interviews with 35 young children to capture changes in their counting skills. The results focus on changes...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 458–464
This brief paper is a work-in-progress project. The purpose of the project is to investigate game-based mathematics apps and their relation to student learning outcomes. To understand the relationships, we used an exploratory mixed methods research...
Australian Primary Mathematics Classroom Vol. 21, No. 1 (2016) pp. 22–28
Teachers increasingly use virtual manipulatives and other apps on touch-screen devices (e.g., "iPads") in an effort to help students understand mathematics concepts. However, students experience these apps and their affordances in...
A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third-and Fourth-Grade Classrooms
Patricia Moyer-Packenham; Joseph Baker; Arla Westenskow; Katie Anderson; Jessica Shumway; Kati Rodzon; Kerry Jordan
Journal of Education Vol. 193, No. 2 (2013) pp. 25–39
The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives, and virtual manipulatives....
The Complexity of the Affordance-Ability Relationship When Second-Grade Children Interact with Mathematics Virtual Manipulative Apps
Technology, Knowledge and Learning Vol. 21, No. 3 (2016) pp. 341–360
The purpose of this study was to explore relationships between app affordances and user abilities in second graders' interactions with mathematics virtual manipulative touchscreen tablet apps. The research questions focused on varying manifestations ...
Digital Math Games: Importance of Strategy and Perseverance on Elementary Children’s Learning Opportunities
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2157–2162
Recent research on digital math games has shown positive effects for changes in children’s learning before and after interacting with the games. The purpose of this research study was to examine what observable children’s actions, relating to...
Topics: mathematics education
Relationships between Mathematical Language, Representation Connections, and Learning Outcomes in Digital Games
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2201–2209
The purpose of this study was to examine children’s mathematical language and children’s mathematics connections among representations to determine how these were related to learning outcomes when the children played digital math games. Children in...
Patricia S. Moyer-Packenham; Joseph Baker; Arla Westenskow; Katie L. Anderson-Pence; Jessica F. Shumway; Kerry E. Jordan
REDIMAT - Journal of Research in Mathematics Education Vol. 3, No. 2 (2014) pp. 121–150
The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study used a quasi-experimental design. This design was used to determine variables that predict...
Using Open-Response Fraction Items to Explore the Relationship between Instructional Modalities and Students' Solution Strategies
Jessica F. Shumway; Patricia S. Moyer-Packenham; Joseph M. Baker; Arla Westenskow; Katie L. Anderson-Pence; Stephen I. Tucker; Jennifer Boyer-Thurgood; Kerry E. Jordan
International Journal of Education in Mathematics, Science and Technology Vol. 4, No. 2 (2016) pp. 112–132
The purpose of this study was to explore the relationship between instructional modality used for teaching fractions and third- and fourth-grade students' responses and strategies to open-response fraction items. The participants were 155 third...
Young Children’s Learning Performance and Efficiency when Using Virtual Manipulative Mathematics iPad Apps
Patricia S. Moyer-Packenham; Jessica F. Shumway; Emma Bullock; Stephen I. Tucker; Katie L. Anderson-Pence; Arla Westenskow; Jennifer Boyer-Thurgood; Cathy Maahs-Fladung; Juergen Symanzik; Salif Mahamane; Beth MacDonald; Kerry Jordan
Journal of Computers in Mathematics and Science Teaching Vol. 34, No. 1 (January 2015) pp. 41–69
Part of a larger initiation mixed methods study (Greene, Caracelli, & Graham, 1989), this paper discusses the changes in young children’s learning performance and efficiency (one element of the quantitative portion of the larger study) during...
The Role of Affordances in Children's Learning Performance and Efficiency When Using Virtual Manipulative Mathematics Touch-Screen Apps
Patricia S. Moyer-Packenham; Emma K. Bullock; Jessica F. Shumway; Stephen I. Tucker; Christina M. Watts; Arla Westenskow; Katie L. Anderson-Pence; Cathy Maahs-Fladung; Jennifer Boyer-Thurgood; Hilal Gulkilik; Kerry Jordan
Mathematics Education Research Journal Vol. 28, No. 1 (2016) pp. 79–105
This paper focuses on understanding the role that affordances played in children's learning performance and efficiency during clinical interviews of their interactions with mathematics apps on touch-screen devices. One hundred children, ages 3 to 8, ...