Patricia Moyer-Packenham
School of Teacher Education and Leadership
Professor Emeritus, Mathematics Education
Educational Background
Biography
Patricia Moyer-Packenham is Professor of Mathematics Education at Utah State University. She received her PhD from the University of North Carolina at Chapel Hill in 1997 with an emphasis in mathematics education. Her publications include three books, International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives, Teaching K-8 Mathematics with Virtual Manipulatives, and What Principals Need to Know about Teaching Mathematics, and over 100 scholarly contributions including numerous journal articles, book chapters, refereed proceedings, and contributions to mathematics methods textbooks. Moyer-Packenham served as Co-PI on the NSF-funded Math and Science Partnership Program Evaluation (MSP-PE) and has been the principal investigator and evaluator on numerous grants totaling over $18 million dollars in funding for mathematics education.
Research Interests
Moyer-Packenham's research focuses on uses of mathematics representations and tools (including virtual, physical, pictorial, and symbolic). She is often referenced for her definition of virtual manipulatives (appearing in Teaching Children Mathematics, 2002), and her expertise in teaching and research using physical and virtual manipulatives.
Awards
Outstanding Paper Award, 2019
Society for Information Technology and Teacher Education (SITE)
Top Downloaded Article Award, 2019
School Science and Mathematics journal
Outstanding Paper Award, 2018
Society for Information Technology and Teacher Education (SITE)
Graduate Mentor of the Year, 2018
Utah State University
Graduate Mentor of the Year, 2017
College of Education and Human Services, Utah State University
National Council of Teachers of Mathematics (NCTM) Travel Grant Award ($2,500), 2016
National Science Foundation
Presidential Doctoral Research Fellow Award Recipient, 2016
Utah State University
Outstanding Faculty Supporter of the Library, 2013
USU Library
Best Paper Award, 2012
American Educational Research Association (AERA)
Teacher of the Year Award , 2012
College of Education and Human Services, Utah State University
University Outstanding Graduate Mentor Award Nominee, Utah State University (2010-11)., 2012
Researcher/Scholar of the Year Award, School of Teacher Education and Leadership, EEJ College of Education and Human Services, Utah State University (2011)., 2011
Cited in AMTE Connections as the Featured Mathematics Education Article for the manuscript: Virtual manipulatives used by K-8 teachers for mathematics instruction: Considering mathematical, cognitive, and pedagogical fidelity (2008)., 2008
Teaching Excellence Award Finalist, George Mason University (2006; 2007)., 2007
Outstanding Supervisor Award Nominee, George Mason University (2006)., 2006
National Council of Teachers of Mathematics Board of Director’s Nominee (2003)., 2003
Cited in the Provost’s publication on Research, Scholarly, and Creative Activities for the publication of the book – What Principals Need to Know About Teaching Mathematics – George Mason University (2003)., 2002
Excellence in Education Award Nominee – Penn State University Alumni Society (2002)., 2002
Publications | Books
- Moyer-Packenham, P.S, (2016). International perspectives on teaching and learning mathematics with virtual manipulatives. Springer
- Moyer-Packenham, P.S, (2010). Teaching mathematics with virtual manipulatives. Didax
- Bullock, E., Moyer-Packenham, P.S, (2020). The importance of shared vision and stakeholder influence on K-12 school leaders’ efforts to improve student mathematics achievement: Stakeholder engagement: Improving education through multi-level community relations. Rowman & Littlefield
- Moyer-Packenham, P.S, (2019). Relationships between mathematical language, representation connections, and learning outcomes in digital games: Research highlights in technology and teacher education 2019. Association for the Advancement of Computing in Education (AACE)
- Moyer-Packenham, P.S, (2018). Heatmap and hierarchical clustering analysis to highlight changes in young children’s developmental progressions using virtual manipulative mathematics apps: Using mobile technologies in the teaching and learning of mathematics . Springer
- Moyer-Packenham, P.S, (2018). Using video analysis to explain how virtual manipulative app alignment affects children’s mathematics learning: Uses of technology in primary and secondary mathematics education: Tools, topics and trends. Springer
- Moyer-Packenham, P.S, Bolyard, J., (2016). Revisiting the definition of a virtual manipulative: International perspectives on teaching and learning mathematics with virtual manipulatives. Springer
- Moyer-Packenham, P.S, Westenskow, A., (2016). Revisiting the effects and affordances of virtual manipulatives for mathematics learning. IGI Global
- Johnston, C., Moyer-Packenham, P.S, (2012). A model for examining the criteria used by pre-service elementary teachers in their evaluation of technology for mathematics teaching: Educational technology, teacher Knowledge, and classroom impact: A research handbook on frameworks and approaches. IGI Global
- Moyer-Packenham, P.S, (2006). Children's literature links boxes: Learning Mathematics in Elementary and Middle Schools. Merrill Prentice-Hall
- Castle, S., Groth, L., Moyer-Packenham, P.S, Burns, S., (2006). Course-based performance assessments: Assessing teacher performance: Performance-based assessment in teacher education . Rowman & Littlefield Education
- Moyer-Packenham, P.S, (2004). A remainder of one: Exploring partitive division: Exploring mathematics through literature: Articles and lessons for prekindergarten through grade 8 . National Council of Teachers of Mathematics
- Moyer-Packenham, P.S, (2003). Children's literature links boxes : Learning Mathematics in Elementary and Middle Schools. Merrill Prentice-Hall Inc.
- Moyer-Packenham, P.S, (2001). Children's literature link boxes: Learning Mathematics in Elementary and Middle School. Merrill Prentice-Hall Inc.
- Moyer-Packenham, P.S, Packenham, E.D, (2001). The Pre-College Program: A collaborative model of student enrichment and professional development in mathematics and science: Professional development leadership and the diverse learner . NSTA Press
Publications | Book Chapters
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Curriculum
- Westenskow, A., Moyer-Packenham, P.S, (2012). Real world math . Mathematics Teaching in the Middle School, NCTM
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Journal Articles
Academic Journal
- Mgonja, T., Marx, S., Moyer-Packenham, P.S, (2021). A review of culturally relevant pedagogy for students of color in mathematics. Multicultural Education, 7:6, 422-432.
- Bullock, E.K, Roxburgh, A.L, Moyer-Packenham, P.S, Bektas, E., Webster, J., Bullock, K., (2021). Connecting the dots: Understanding the interrelated impacts of type, quality and awareness of design features in digital math games and related learning outcomes. Journal of Computer Assisted Learning, 1-30. doi: DOI:10.1111/jcal.12508
- Moyer-Packenham, P.S, Roxburgh, A., Litster, K., Kozlowski, J., (2021). Relationships between semiotic representational transformations and performance outcomes in digital math games. Technology, Knowledge and Learning, doi: DOI:10.1007/s10758-021-09506-5
- Gulkilik, H., Moyer-Packenham, P.S, Ugurlu, H.H, Yuruk, N., (2020). Characterizing the growth of one student’s mathematical understanding in a multi-representational learning environment. The Journal of Mathematical Behavior, 58, 1-17.
- Moyer-Packenham, P.S, Ashby, M., Litster, K., Roxburgh, A., Kozlowski, J., (2020). Examining how design features promote children’s awareness of affordances in digital math games. Journal of Computers in Mathematics and Science Teaching, 39:2, 169-180.
- Tucker, S., Moyer-Packenham, P.S, (2020). Exploring the phenomenon of distance in children's interactions with touchscreen digital mathematics games. International Journal of Mathematical Education in Science and Technology, 1464-5211. doi: 10.1080/0020739X.2020.1766140
- Litster, K., Moyer-Packenham, P.S, (2020). How the balance of gaming and mathematics elements effects student learning in digital math games. Journal of Computers in Mathematics and Science Teaching, 39:1, 33-48.
- Throndsen, J., Shumway, J.F, Moyer-Packenham, P.S, (2020). The relationship between mathematical literacy at kindergarten entry and preschool attendance, type and quality. Early Childhood Education Journal, 48, 473-483. doi: DOI 10.1007/s10643-019-01014-7
- Litster, K., Lommatsch, C., Novak, J., Moyer-Packenham, P.S, Harmon, J., Roxburgh, A., Bullock, E., (2020). The role of gender on the associations among children's attitudes, mathematics knowledge, digital game use, perceptions of affordances, and achievement. International Journal of Science and Mathematics Education, 1-32. doi: doi: 10.1007/s10763-020-10111-8
- Shumway, J., Moyer-Packenham, P.S, (2019). A counting-focused instructional treatment to improve number sense: An exploratory classroom-based intervention study. The Mathematics Enthusiast, 16:1, 14.
- Litster, K., Moyer-Packenham, P.S, Reeder, R., (2019). Base-10 blocks: A study of iPad virtual manipulative affordances across primary grade levels. Mathematics Education Research Journal, doi: Doi: 10.1007/s13394-019-00257-2
- Moyer-Packenham, P.S, Lommatsch, C., Litster, K., Ashby, J., Bullock, E., Roxburgh, A., Shumway, J., Speed, E., Covington, B., Hartmann, C., Clarke-Midura, J., Skaria, J., Westenskow, A., MacDonald, B., Symanzik, J., Jordan, K., (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91:2019, 316-332. doi: DOI: 10.1016/j.chb.2018.09.036
- Lommatsch, C., Moyer-Packenham, P.S, (2019). Learning logic: Examining the effects of context ordering on reasoning about conditionals. International Journal of Mathematical Education in Science and Technology, doi: 10.1080/0020739X.2019.1626502
- Moyer-Packenham, P.S, Lommatsch, C., Litster, K., Ashby, J., Bullock, E., Roxburgh, A., Shumway, J., Speed, E., Covington, B., Hartmann, C., Clarke Midura, J., Skaria, J., Westenskow, A., MacDonald, B., Symanzik, J., Jordan, K.E, (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316-332.
- MacDonald, B., Westenskow, A., Moyer-Packenham, P.S, Child, B., (2018). Components of place value understanding: Targeting mathematical difficulties when providing interventions. School Science and Mathematics, doi: doi.org/10.1111/ssm.12258
- Baker, J., Moyer-Packenham, P.S, Tucker, S., Shumway, J., Jordan, K., Gillam, R., (2018). 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
- Baker, J., Moyer-Packenham, P.S, Tucker, S., Shumway, J., Jordan, K.E, Gillam, R., (2018). The brain's response to digital match apps: A pilot study examine children's cortical responses during touch-screen interactions. Journal of Computers in Mathematics and Science teaching, 37:1, 69-86.
- Bullock, E., Shumway, J., Watts, C., Moyer-Packenham, P.S, (2017). Affordance access matters: PreSchool children’s learning progressions while interacting with touch-screen mathematics apps. Technology, Knowledge and Learning, 1-27. doi: 10.1007/s10758-017-9312-5
- Westenskow, A., Moyer-Packenham, P.S, Child, B., (2017). An iceberg model for improving mathematical understanding and mindset or disposition: An individualized summer intervention program. Journal of Education, 197:1, 1-9.
- Tucker, S., Lommatsch, C., Moyer-Packenham, P.S, Anderson-Pence, K., Symanzik, J., (2017). Kindergarten children’s interactions with touchscreen mathematics virtual manipulatives: An innovative mixed methods analysis. International Journal of Research in Education and Science, 3:2, 646-665.
- Hunt, J., Westenskow, A., Moyer-Packenham, P.S, (2017). Variations of reasoning in equal sharing of children who experience low achievement in mathematics: Competence in context. Education Sciences, 7:37, 1-13. doi: 10.3390/educsci7010037
- Suh, J.M, Moyer-Packenham, P.S, (2016). How affordances and constraints of physical and virtual manipulatives support the development of procedural fluency and algorithmic thinking in mathematics. International Journal for Research in Mathematics Education, 6:2, 245-265.
- Moyer-Packenham, P.S, Bullock, E., Shumway, J., Tucker, S., Watts, C., Westenskow, A., Anderson-Pence, K., Maahs Fladung, C., Boyer-Thurgood, J., Gulkilik, H., Jordan, K.E, (2016). The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps.. Mathematics Education Research Journal, 28, 79-105. doi: doi: 10.1007/s13394-015-0161-z
- Shumway, J., Moyer-Packenham, P.S, Baker, J., Westenskow, A., Anderson-Pence, K., Tucker, S., Boyer-Thurgood, J., Jordan, K.E, (2016). Using open-response fraction items to explore the relationship between instructional modalities and students’ solution strategies. International Journal of Education in Mathematics, Science and Technology, 4:2, 112-132. doi: 10.18404/ijemst.20845
- Moyer-Packenham, P.S, Tucker, S., Westenskow, A., Symanzik, J., (2015). Examining patterns in second graders’ use of virtual manipulative mathematics apps through heatmap analysis. International Journal of Educational Studies in Mathematics, 2:2, 1-16.
- Moyer-Packenham, P.S, Shumway, J., Bullock, E., Tucker, S., Anderson-Pence, K., Westenskow, A., Boyer-Thurgood, J., Maahs-Fladung, C., Symanzik, J., Mahamane, S., MacDonald, B., Jordan, K.E, (2015). Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. Journal of Computers in Mathematics and Science Teaching, 34:1, 41-69.
- Moyer-Packenham, P.S, Westenskow, A., (2013). Effects of virtual manipulatives on student achievement and mathematics learning.. International Journal of Virtual and Personal Learning Environments, 4:3, 35-50.
- Watts, C., Moyer-Packenham, P.S, Tucker, S., Bullock, E., Shumway, J., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., Jordan, K.E, (2016). An examination of children's learning progression shifts while using touch-screen virtual manipulative mathematics apps. Computers in Human Behavior, 64, 814-828.
- Shumway, J., Westenskow, A., Moyer-Packenham, P.S, (2016). An exploratory study of a story problem assessment: Understanding children's number sense. International Journal for Mathematics Teaching and Learning, 17:3, 1-40.
- Tucker, S.I, Moyer-Packenham, P.S, Westenskow, A., Jordan, K.E, (2016). The complexity of the affordance-ability relationship when second-grade children interact with mathematics virtual manipulative apps. Technology, Knowledge and Learning, 1-20. doi: doi.org/10.1007/s10758-016-9276-x
- Anderson-Pence, K., Moyer-Packenham, P.S, (2016). The influence of different virtual manipulative types on student-led techno-mathematical discourse. Journal of Computers in Mathematics and Science Teaching, 35:1, 5-31.
- Westenskow, A., Moyer-Packenham, P.S, (2016). Using an iceberg intervention model to understand equivalent fraction learning when students with mathematical learning difficulties use different manipulatives. International Journal for Technology in Mathematics Education, 23:2, 45-62.
- Westenskow, A., Boyer-Thurgood, J., Moyer-Packenham, P.S, (2015). A window into mathematical support: How parents’ perceptions change following observations of mathematics tutoring. Journal of Research in Childhood Education
- Westenskow, A., Moyer-Packenham, P.S, Anderson-Pence, K., Shumway, J.F, Jordan, K., (2014). Cute Drawings? The disconnect between students' pictorial representations and their mathematics responses to fraction questions. International Journal for Research in Mathematics Education, 1:1, 81-105.
- Moyer-Packenham, P.S, Baker, J., Westenskow, A., Anderson-Pence, K., Shumway, J.F, Jordan, K., (2014). Predictors of achievement when virtual manipulatives are used for mathematics instruction. Journal of Research in Mathematics Education, 3:2, 121-150.
- Murray, G., Moyer-Packenham, P.S, (2014). Relationships between mathematics instructional schedule types and performance on the Algebra I criterion-referenced test.
- Anderson-Pence, K., Moyer-Packenham, P.S, Westenskow, A., Shumway, J., Jordan, K.E, (2014). Relationships between visual static models and students’ written solutions to fraction tasks. International Journal for Mathematics Teaching and Learning, 15, 1-18.
- Moyer-Packenham, P.S, Bolyard, J.J, Tucker, S., (2014). Second graders’ mathematical practices for solving fraction tasks. Investigations in Mathematics Learning, 7:1, 54-81.
- Moyer-Packenham, P.S, Baker, J., Westenskow, A., Anderson, K., Shumway, J., Jordan, K.E, (2013). A study comparing virtual manipulatives with other instructional treatments in third- and fourth-grade classrooms. Journal of Education, 193:2, 25-39.
- Moyer-Packenham, P.S, Salkind, G., Bolyard, J., Suh, J., (2013). Effective choices and practices: Knowledgeable and experienced teachers’ uses of manipulatives to teach mathematics. Online Journal of Education Research, 2:2, 18-33.
- Moyer-Packenham, P.S, Ulmer, L., Anderson, K., (2012). Examining pictorial models and virtual manipulatives for third-grade fraction instruction. Journal of Interactive Online Learning
- Moyer-Packenham, P.S, Suh, J.M, (2012). Learning mathematics with technology: The influence of virtual manipulatives on different achievement groups.. Journal of Computers in Mathematics and Science Teaching, 31:1
- Moyer-Packenham, P.S, Westenskow, A., (2012). Processes and pathways: How do mathematics and science partnerships measure and promote growth in teacher content knowledge? : School Science and Mathematics.
- Brown, A.A, Westenskow, A., Moyer-Packenham, P.S, (2012). Teaching anxieties revealed: Pre-service elementary teachers’ reflections on their mathematics teaching experiences. Teaching Education, 23:4, 365-385.
- Moyer-Packenham, P.S, Bolyard, J.J, Oh, H., Cerar, N.I, (2011). Common features of professional development activities for mathematics and science teachers: Professional Development in Education. , 1-19.
- Alligood, K.T, Moyer-Packenham, P.S, Granfield, P.G, (2009). Research mathematicians’ participation in the MSP program: Journal of Educational Research & Policy Studies. 9/2, 23-42.
- Bolyard, J.J, Moyer-Packenham, P.S, (2008). A review of the literature on mathematics and science teacher quality: Peabody Journal of Education. 83/4, 509-535.
- Wong, K.K, Yin, R.K, Moyer-Packenham, P.S, Scherer, J., (2008). Introduction to the MSP-PE special issue on math and science partnership program: A first comprehensive evaluation: Peabody Journal of Education. 83/4, 479-485.
- Kridler, P.G, Moyer-Packenham, P.S, (2008). Mathematics circles: A structured approach to problem solving: Mathematics Teaching in the Middle School. 14/4, 214-221.
- Moyer-Packenham, P.S, Bolyard, J.J, Kitsantas, A., Oh, H., (2008). The assessment of mathematics and science teacher quality: Peabody Journal of Education. 83/4, 562-591.
- Moyer-Packenham, P.S, Salkind, G., Bolyard, J.J, (2008). Virtual manipulatives used by K-8 teachers for mathematics instruction: Considering mathematical, cognitive, and pedagogical fidelity: Contemporary Issues in Technology and Teacher Education. 8/3
- Suh, J., Moyer-Packenham, P.S, (2007). Developing students’ representational fluency using virtual and physical algebra balances: Journal of Computers in Mathematics and Science Teaching. 26/2, 155-173.
- Staley, J.W, Moyer-Packenham, P.S, Sterling, D.R, (2006). A penny’s worth of principles and standards using scientific notation: Centroid. 32/2, 8-16.
- Smith, L., Sterling, D.R, Moyer-Packenham, P.S, (2006). Activities that really measure up: Science and Children. 44/2, 30-33.
- Moyer-Packenham, P.S, Dockery, K., Jamieson, S., Ross, J., (2006). Code RED (remediation and enrichment days): The complex journey of a school and university partnership’s process to increase mathematics achievement: Action in Teacher Education. 28/4, 75-91.
- Moyer-Packenham, P.S, Husman, J., (2006). Integrating coursework and field placements: The impact on preservice elementary mathematics teachers’ connections to teaching: Teacher Education Quarterly. 33/1, 37-56.
- Moyer-Packenham, P.S, Bolyard, J.J, Oh, H., Kridler, P., Salkind, G., (2006). Representations of teacher quality, quantity, and diversity in a national mathematics and science program: Journal of Educational Research & Policy Studies. 6/2, 1-40.
- Suh, J., Moyer-Packenham, P.S, Heo, H.J, (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulative concept tutorials: The Journal of Interactive Online Learning. 3/4, 1-22.
- Moyer-Packenham, P.S, Niezgoda, D.A, (2005). Hickory dickory dock: Navigating through data analysis: Teaching Children Mathematics. 11/6, 292-300.
- Staley, J., Moyer-Packenham, P.S, Lynch, M.C, (2005). Technology supported mathematics Environments: Telecollaboration in a secondary statistics classroom: The Australian Mathematics Teacher. 61/4, 28-32.
- Reimer, K., Moyer-Packenham, P.S, (2005). Third graders learn about fractions using virtual manipulatives: A classroom study: Journal of Computers in Mathematics and Science Teaching. 24/1, 5-25.
- Moyer-Packenham, P.S, (2005). Using virtual manipulatives to investigate patterns and generate rules in algebra: Teaching Children Mathematics. 11/8, 437-444.
- Moyer-Packenham, P.S, Jones, M.G, (2004). Controlling choice: Teachers, students, and manipulatives in mathematics classrooms: School Science and Mathematics. 104/1, 16-31.
- Moyer-Packenham, P.S, (2004). Five questions principals should ask about their math programs: Principal. 84/2, 12-18.
- Heo, H.J, Suh, J., Moyer-Packenham, P.S, (2004). Impacting student confidence: The effects of using virtual manipulatives and increasing fraction understanding: The Journal of Educational Research in Mathematics. 14/2, 207-219.
- Moyer-Packenham, P.S, Mailley, E., (2004). Inchworm and a half: Developing fraction and measurement concepts using mathematical representations: Teaching Children Mathematics. 10/5, 244-252.
- Sweda, J.R, Knotts, L.A, Moyer-Packenham, P.S, (2004). Mr. Greenthumb’s garden: Teaching Children Mathematics. 11/4, 217-225.
- Kosbob, S., Moyer-Packenham, P.S, (2004). Picnicking with fractions: Teaching Children Mathematics. 10/7, 375-381.
- Mailley, E., Moyer-Packenham, P.S, (2004). The mathematical candy store: Weight matters: Teaching Children Mathematics. 10/8, 388-393.
- Moyer-Packenham, P.S, Bolyard, J.J, (2003). Classify and capture: Using Venn diagrams and tangrams to develop abilities in mathematical reasoning and proof: Mathematics Teaching in the Middle School. 8/6, 325-330.
- Bolyard, J.J, Moyer-Packenham, P.S, (2003). Investigations in algebra with virtual manipulatives: ON-Math, Online Journal of School Mathematics. 2/2, 1-10.
- Suh, J., Moyer-Packenham, P.S, Sterling, D.R, (2003). Junior architects: Designing your dream clubhouse using measurement and geometry: Teaching Children Mathematics. 10/3, 170-179.
- Moyer-Packenham, P.S, Bolyard, J.J, (2002). Exploring representation in the middle grades: Investigations in geometry with virtual manipulatives: The Australian Mathematics Teacher. 58/1, 19-25.
- Moyer-Packenham, P.S, Milewicz, E., (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews: Journal of Mathematics Teacher Education. 5/4, 293-315.
- Moyer-Packenham, P.S, Bolyard, J.J, Spikell, M.A, (2002). Virtual manipulatives… Continuing the discussion: Teaching Children Mathematics. 9/3, 132-133, 162.
- Moyer-Packenham, P.S, Bolyard , J.J, Spikell, M.A, (2002). What are virtual manipulatives? : Teaching Children Mathematics. 8/6, 372-377.
- Moyer-Packenham, P.S, (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics: Educational Studies in Mathematics. 47/2, 175-197.
- Moyer-Packenham, P.S, (2001). Making mathematics culturally relevant: Mathematics Teaching. 176, 3-5.
- Moyer-Packenham, P.S, (2001). Patterns and symmetry: Reflections of cultural: Teaching Children Mathematics. 8/3, 140-144.
- Moyer-Packenham, P.S, Hsai, W.S, (2001). The archaeological dig site: Using geometry to reconstruct the past: Mathematics Teacher. 94/3, 193-199, 206-207.
- Moyer-Packenham, P.S, (2001). Using representations to explore perimeter and area: Teaching Children Mathematics. 8/1, 52-59.
- Moyer-Packenham, P.S, (2000). A remainder of one: Exploring partitive division: Teaching Children Mathematics. 6/8, 517-521.
- Moyer-Packenham, P.S, (2000). Communicating mathematically: Children’s literature as a natural connection: The Reading Teacher. 54/3, 246-255.
- Satterwhite, T., Moyer-Packenham, P.S, (2000). Home reading experiences of second-grade students: Family-school connections: The Journal of Early Education and Family Review. 7/5, 16-28.
- Moyer-Packenham, P.S, (2000). Teaching mathematics with technology: Reflecting on our progress and looking ahead: Centroid. 27/1, 32-36.
- Moyer-Packenham, P.S, Husman, J., (2000). The development of autonomy orientations as a part of teacher development: What’s experience got to do with it?: Journal of Research and Development in Education. 34/1, 40-48.
Professional Journal
- Tucker, S., Moyer-Packenham, P.S, Shumway, J., Jordan, K.E, (2016). Zooming in on student’s thinking: How a number line app revealed, concealed, and developed students' number understanding. Australian Primary Mathematics Classroom, 21:1, 23-28.
- Bolyard, J.J, Moyer-Packenham, P.S, (2012). Making sense of integer arithmetic: The effect of using virtual manipulatives on students’ representational fluency. Journal of Computers in Mathematics and Science Teaching
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | MultiMedia
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Technical Reports
Research Reports
- Moyer-Packenham, P.S, Shumway, J., Bullock, E., Tucker, S., Anderson-Pence, K., Westenskow, A., Boyer-Thurgood, J., Maahs Fladung, C., Symanzik, J., MacDonald, B., Jordan, K.E, (2014). Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. National Council of Teachers of Mathematics Research Conference
- Moyer-Packenham, P.S, Jordan, K.E, Baker, J., Westenskow, A., Rodzon, K., Anderson-Pence, K., Shumway, J., (2013). Hidden Predictors of Achievement: The Equalizing Effect of Virtual Manipulatives for Mathematics Instruction. American Educational Research Association (AERA)
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Other
Newsletter
- Moyer-Packenham, P.S, (2016). Fall 2016: Mathematics Education and Leadership Newsletter. *
- Moyer-Packenham, P.S, (2016). Spring 2016: Mathematics Education and Leadership Newsletter. *
- Moyer-Packenham, P.S, (2015). Fall 2015: Mathematics Education and Leadership Newsletter. *
- Moyer-Packenham, P.S, (2015). Spring 2015: Mathematics Education and Leadership Newsletter. *
- Moyer-Packenham, P.S, (2014). Fall 2014: Mathematics education and leadership newsletter. *
- Moyer-Packenham, P.S, (2014). Spring 2014: Mathematics education and leadership newsletter. *
- Moyer-Packenham, P.S, (2013). Fall 2013: Mathematics education and leadership newsletter. *
- Moyer-Packenham, P.S, (2013). Spring 2013: Mathematics education and leadership newsletter. *
- Moyer-Packenham, P.S, (2012). Fall 2012: Mathematics education and leadership newsletter. *
- Moyer-Packenham, P.S, (2012). Spring 2012: Mathematics education and leadership newsletter. *
- Moyer-Packenham, P.S, (2011). Fall 2011: Mathematics education and leadership newsletter. *
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.