Patricia Moyer-Packenham

School of Teacher Education and Leadership

Professor Emeritus, Mathematics Education


Patricia Moyer-Packenham

Contact Information

Email: patricia.moyer-packenham@usu.edu
Additional Information:

Educational Background

PhD, University of North Carolina, 1998
Using Mathematics Manipulatives: Control- Versus Autonomy-Oriented Middle Grades Teachers
Med, Millersville University of Pennsylvania, 1988
BS, Elementary Education, Pennsylvania State University, 1983

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

    Publications | Book Chapters

  • 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

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.

Teaching

TEAL 7557 - Advanced Research Design in Mathematics Education and Leadership, Spring 2023
TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2022
TEAL 7554 - Mathematics Education Teacher Preparation and Pedagogy, Spring 2022
TEAL 7553 - Mathematics Education Curriculum Content and Evaluation, Fall 2021
TEAL 7552 - Mathematics Education Learning Theory, Summer 2021
TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2020
TEAL 7554 - Mathematics Education Teacher Preparation and Pedagogy, Spring 2020
TEAL 7552 - Mathematics Education Learning Theory, Summer 2019
TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2018
TEAL 7554 - Mathematics Education Teacher Preparation and Pedagogy, Spring 2018
TEAL 7552 - Mathematics Education Learning Theory, Summer 2017
TEAL 7551 - Mathematics Education Research Foundations, Spring 2017
TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2016
TEAL 7554 - Mathematics Education Teacher Preparation and Pedagogy, Spring 2016
TEAL 7554 - TEAL 7554: Mathematics Education Teacher Preparation and Pedagogy, Spring 2016
On Sabbatical, Fall 2015
On Sabbatical, Spring 2015
TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2014
TEAL 6300 - Workshop in Mathematics Education, Fall 2013
TEAL 7552 - Mathematics Education Learning Theory, Summer 2013
TEAL 7551 - Mathematics Education Research Foundations, Spring 2013
TEAL 7551 Mathematics Education Research Foundations, Spring 2013
TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2012
TEAL 7554 Mathematics Education Teacher Preparation and Pedagogy , Spring 2012
TEAL 7553 Mathematics Education Curriculum and Evaluation , Fall 2011
TEAL 7552 Mathematics Education Learning Theory , Summer 2011
TEAL 7551 Mathematics Education Research Foundations , Spring 2011
Teal 7810: Mathematics Education Current Issues and Policy, Summer 2010
ELED 4060 Elementary Mathematics Methods, Fall 2009
ELED 4060 Elementary Mathematics Methods, Spring 2009
ELED 4060 Elementary Mathematics Methods, Fall 2008

Graduate Students Mentored

Mellissa Barker, Teacher Education & Leadership
Jameson Hardy, Teacher Education & Leadership, March 2020
Michael Leitch, Teacher Education & Leadership
Vicki Lyons, Teacher Education & Leadership
Allison Roxburgh, Teacher Education & Leadership
Kent Hoffman, Teacher Education & Leadership
Melissa Jill Harmon, Teacher Education & Leadership
Trent Fawcett, Teacher Education & Leadership
Joseph Kozlowski, 2022
Jenny Nehring, Teacher Education & Leadership 2021
Thomas Mgonja, Teacher Education & Leadership 2021
Samuel Gedeborg, Teacher Education & Leadership 2020
Kristy Litster, Teacher Education & Leadership 2019
Kami Dupree, Teacher Education & Leadership 2019
Andrew Glaze, Teacher Education & Leadership 2019
Jennifer Throndsen, Teacher Education & Leadership, August 2014 2018
Christina Watts Lommatsch, Teacher Education & Leadership 2018
Emma Bullock, Teacher Education & Leadership 2017
Scott Smith, Instructional Tech & Learn Sci 2016
Jennifer Boyer-Thurgood, Teacher Education & Leadership 2016
Jessica Shumway, Teacher Education & Leadership 2016
Stephen Tucker, Teacher Education & Leadership 2015
Kathryn VanWagoner, 2015
Katie Anderson-Pence, 2014
Ron Twitchell, Teacher Education & Leadership 2013
Sheryl Rushton, Teacher Education & Leadership 2013
Arla Westenskow, Teacher Education & Leadership 2012
Greg Murray, 2012
John Staley, 2006
Johnna Bolyard, Teacher Education & Leadership 2006
Lynn Salvo, 2006
Jenifer Suh, 2005