Equivalent fraction learning trajectories for students with mathematical learning difficulties when using manipulatives

Arla Westenskow

(2012) pp. 1–295

This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual...

Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning

Patricia Moyer-Packenham; Arla Westenskow

International Journal of Virtual and Personal Learning Environments Vol. 4, No. 3 (July 2013) pp. 35–50

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

Stephen I. Tucker; Patricia S. Moyer-Packenham; Arla Westenskow; Kerry E. Jordan

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 ...

Predictors of Achievement When Virtual Manipulatives Are Used for Mathematics Instruction

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, ...