Search results for author:"Patricia Anderson"
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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
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....
Taking Steps Together: A Family- and Community-Based Obesity Intervention for Urban, Multiethnic Children
Health Education & Behavior Vol. 42, No. 2 (April 2015) pp. 194–201
Objectives: Successful childhood obesity intervention models that build sustainable behavioral change are needed, particularly in low-income, ethnic minority communities disparately affected by this problem. Method: Families were referred to Taking...
Four Cases of a Sociocultural Approach to Mobile Learning in "La Clase Mágica," an Afterschool Technology Club
Linda Prieto; María G. Arreguín-Anderson; Timothy T. Yuen; Lucila D. Ek; Patricia Sánchez; Margarita Machado-Casas; Adriana García
Interactive Learning Environments Vol. 24, No. 2 (2016) pp. 345–356
This paper presents four projects in which mobile devices are used to support authentic learning in an afterschool technology club, "La Clase Mágica" (LCM@UTSA), designed to motivate underrepresented elementary school children in science,...
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...
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, ...