Works by Moyer-Packenham, Patricia S.

Results: 24

Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

Published in:

School Science & Mathematics, 2012, v. 112, n. 3, p. 133, doi. 10.1111/j.1949-8594.2011.00127.x

By:

Moyer-Packenham, Patricia S.;
Westenskow, Arla

Publication type:

Article

Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions.

Published in:

School Science & Mathematics, 2018, v. 118, n. 1/2, p. 17, doi. 10.1111/ssm.12258

By:

MacDonald, Beth L.;
Westenskow, Arla;
Moyer‐Packenham, Patricia S.;
Child, Barbara

Publication type:

Article

Exploring the phenomenon of distance in children's interactions with touchscreen digital mathematics games.

Published in:

International Journal of Mathematical Education in Science & Technology, 2021, v. 52, n. 10, p. 1447, doi. 10.1080/0020739X.2020.1766140

By:

Tucker, Stephen I.;
Moyer-Packenham, Patricia S.

Publication type:

Article

Learning Logic: examining the effects of context ordering on reasoning about conditionals.

Published in:

International Journal of Mathematical Education in Science & Technology, 2020, v. 51, n. 5, p. 730, doi. 10.1080/0020739X.2019.1626502

By:

Lommatsch, Christina W.;
Moyer-Packenham, Patricia S.

Publication type:

Article

The Relationship Between Mathematical Literacy at Kindergarten Entry and Public Preschool Attendance, Type, and Quality.

Published in:

Early Childhood Education Journal, 2020, v. 48, n. 4, p. 473, doi. 10.1007/s10643-019-01014-7

By:

Throndsen, Jennifer E.;
Shumway, Jessica F.;
Moyer-Packenham, Patricia S.

Publication type:

Article

A Window Into Mathematical Support: How Parents’ Perceptions Change Following Observations of Mathematics Tutoring.

Published in:

Journal of Research in Childhood Education, 2015, v. 29, n. 4, p. 458, doi. 10.1080/02568543.2015.1073816

By:

Westenskow, Arla;
Boyer-Thurgood, Jennifer;
Moyer-Packenham, Patricia S.

Publication type:

Article

SECOND-GRADERS' MATHEMATICAL PRACTICES FOR SOLVING FRACTION TASKS.

Published in:

Investigations in Mathematics Learning, 2014, v. 7, n. 1, p. 54, doi. 10.1080/24727466.2014.11790338

By:

Moyer-Packenham, Patricia S.;
Bolyard, Johnna J.;
Tucker, Stephen I.

Publication type:

Article

Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction.

Published in:

Journal of Interactive Online Learning, 2012, v. 11, n. 3, p. 103

By:

Moyer-Packenham, Patricia S.;
Ulmer, Lori A.;
Anderson, Katie L.

Publication type:

Article

Zooming in on children's thinking.

Published in:

Australian Primary Mathematics Classroom, 2016, v. 21, n. 1, p. 23

By:

Tucker, Steven;
Moyer-Packenham, Patricia S.;
Shumway, Jessica F.;
Jordan, Kerry E.

Publication type:

Article

A Counting-Focused Instructional Treatment to Improve Number Sense: An Exploratory Classroom-Based Intervention Study.

Published in:

Mathematics Enthusiast, 2019, v. 16, n. 1-3, p. 289, doi. 10.54870/1551-3440.1459

By:

Shumway, Jessica F.;
Moyer-Packenham, Patricia S.

Publication type:

Article

Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning.

Published in:

International Journal of Virtual & Personal Learning Environments, 2013, v. 4, n. 3, p. 35, doi. 10.4018/jvple.2013070103

By:

Moyer-Packenham, Patricia S.;
Westenskow, Arla

Publication type:

Article

ELEMENTARY PRE-SERVICE TEACHERS: CAN THEY EXPERIENCE MATHEMATICS TEACHING ANXIETY WITHOUT HAVING MATHEMATICS ANXIETY?

Published in:

Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019, v. 5, p. 1

By:

Brown, Amy Bingham;
Westenskow, Arla;
Moyer-Packenham, Patricia S.

Publication type:

Article

ELEMENTARY PRE-SERVICE TEACHERS: CAN THEY EXPERIENCE MATHEMATICS TEACHING ANXIETY WITHOUT HAVING MATHEMATICS ANXIETY?

Published in:

Issues in the Undergraduate Mathematics Preparation of School Teachers, 2015, v. 5, p. 1

By:

Brown, Amy Bingham;
Westenskow, Arla;
Moyer-Packenham, Patricia S.

Publication type:

Article

Activities that Really Measure Up.

Published in:

Science & Children, 2006, v. 44, n. 2, p. 30

By:

Smith, Lorraine A.;
Sterling, Donna R.;
Moyer-Packenham, Patricia S.

Publication type:

Article

Participation by STEM Faculty in Mathematics and Science Partnership Activities for Teachers.

Published in:

Journal of STEM Education: Innovations & Research, 2009, v. 10, n. 2, p. 17

By:

Moyer-Packenham, Patricia S.;
Kitsantas, Anastasia;
Bolyard, Johnna J.;
Huie, Faye;
Irby, Nancy

Publication type:

Article

An Iceberg Model for Improving Mathematical Understanding and Mindset or Disposition: An Individualized Summer Intervention Program.

Published in:

Journal of Education, 2017, v. 197, n. 1, p. 1, doi. 10.1177/002205741719700102

By:

WESTENSKOW, ARLA;
MOYER-PACKENHAM, PATRICIA S.;
CHILD, BARBARA

Publication type:

Article

Relationships Between Classroom Schedule Types and Performance on the Algebra I Criterion-Referenced Test.

Published in:

Journal of Education, 2014, v. 194, n. 2, p. 35, doi. 10.1177/002205741419400205

By:

MURRAY,, GREGORY V.;
MOYER-PACKENHAM, PATRICIA S.

Publication type:

Article

Introduction to the MSP-PE Special Issue on Math and Science Partnership Program: A First Comprehensive Evaluation.

Published in:

Peabody Journal of Education (0161956X), 2008, v. 83, n. 4, p. 479, doi. 10.1080/01619560802412019

By:

Wong, Kenneth K.;
Yin, Robert K.;
Moyer-Packenham, Patricia S.;
Scherer, Jennifer

Publication type:

Article

A Review of the Literature on Mathematics and Science Teacher Quality.

Published in:

Peabody Journal of Education (0161956X), 2008, v. 83, n. 4, p. 509, doi. 10.1080/01619560802414890

By:

Bolyard, Johnna J.;
Moyer-Packenham, Patricia S.

Publication type:

Article

The Assessment of Mathematics and Science Teacher Quality.

Published in:

Peabody Journal of Education (0161956X), 2008, v. 83, n. 4, p. 562, doi. 10.1080/01619560802414940

By:

Moyer-Packenham, Patricia S.;
Bolyard, Johnna J.;
Kitsantas, Anastasia;
Oh, Hana

Publication type:

Article

Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context.

Published in:

Education Sciences, 2017, v. 7, n. 1, p. 37, doi. 10.3390/educsci7010037

By:

Hunt, Jessica;
Westenskow, Arla;
Moyer-Packenham, Patricia S.

Publication type:

Article

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes.

Published in:

Journal of Computer Assisted Learning, 2021, v. 37, n. 2, p. 557, doi. 10.1111/jcal.12508

By:

Bullock, Emma P.;
Roxburgh, Allison L.;
Moyer‐Packenham, Patricia S.;
Bektas, Elif;
Webster, Joseph S.;
Bullock, Kathleen A.

Publication type:

Article

The Role of Gender on the Associations among Children's Attitudes, Mathematics Knowledge, Digital Game Use, Perceptions of Affordances, and Achievement.

Published in:

International Journal of Science & Mathematics Education, 2021, v. 19, n. 7, p. 1463, doi. 10.1007/s10763-020-10111-8

By:

Litster, Kristy;
Lommatsch, Christina W.;
Novak, Joshua R.;
Moyer-Packenham, Patricia S.;
Harmon, M. Jill;
Roxburgh, Allison L.;
Bullock, Emma P.

Publication type:

Article

Relationships Between Visual Static Models and Students' Written Solutions to Fraction Tasks.

Published in:

International Journal for Mathematics Teaching & Learning, 2014, p. 1

By:

Anderson-Pence, Katie L.;
Moyer-Packenham, Patricia S.;
Westenskow, Arla;
Shumway, Jessica;
Jordan, Kerry

Publication type:

Article