Search results for author:"Arla Westenskow"
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Equivalent fraction learning trajectories for students with mathematical learning difficulties when using manipulatives
(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...
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
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 ...
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, ...