Jessica Shumway

Publications | Books

• Shumway, J., (2018). Number sense routines: Building mathematical understanding every day in grades 3-5. Stenhouse Publishers

Publications | Book Chapters

• Shumway, J., Clarke Midura, J., Lee, V.R, Silvis, D., Welch Bond, L.E, Kozlowski, J.S, (2023). Teaching Coding in Kindergarten: Supporting Students’ Activity with Robot Coding Toys: Teaching Coding in K-12 Schools. Springer International Publishing
• Shumway, J., (2023). Teaching coding in kindergarten: Supporting students' activity with robot coding toys: Teaching coding K-12. Springer
• Clarke Midura, J., Silvis, D., Shumway, J., Lee, V.R, Kozlowski, J.S, (2023). Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking: Assessing Computational Thinking. Routledge

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Curriculum

• Shumway, J., (2020). Grade 2 Working with Measurements Unit (Chicago Public Schools). Emerald Education and Chicago Public Schools *
• Shumway, J., (2017). Teaching Notes for "Building bridges to spatial reasoning". National Council of Teachers of Mathematics

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

• Robillard, S.M, Lee, V.R, Clarke Midura, J., Shumway, J., (2025). An interaction analysis of a computer science co-design conversation on cultural relevance and its implications for design. Journal of Research on Technology in Education, 57:1, 235-247. doi: 10.1080/15391523.2024.2402354
• Shumway, J., (2024). Children’s mathematics engagement based on their awareness of coding toy design features. Mathematical Thinking and Learning, doi: 10.1080/10986065.2024.2371513
• Shumway, J., Recker, M.M, (2024). Facilitating mathematics and computer science connections: A cross-curricular approach. International Journal of Education in Mathematics, Science and Technology (IJEMST), 12:1, 85-98. doi: https://doi.org/10.46328/ijemst.3104
• Clarke Midura, J., Shumway, J., Recker, M.M, (2024). Negotiating inherent asymmetries of co-design: A case of integrative elementary mathematics and computer science instruction. Journal of Applied Instructional Design, doi: http://doi.org/10.59668/723
• Na, C., Clarke Midura, J., Shumway, J., van Dijk, W., Lee, V.R, (2024). Validating a performance assessment of computational thinking for early childhood using item response theory. International Journal of Child-Computer Interaction, 40, 100650. doi: 10.1016/j.ijcci.2024.100650
• Kozlowski, J., Shumway, J., Moyer-Packenham, P., Clarke Midura, J., Lee, V., (2024). Children’s mathematical engagement based on their awareness of coding toy design features. Mathematical Thinking and Learning, 1-25. doi: 10.1080/10986065.2024.2371513
• Clarke-Midura, J., Lee, V., Shumway, J., Silvis, D., (2023). Designing Formative Assessments of Early Childhood Computational Thinking Using an Indicator of Knowledge Refinement Approach. Early Childhood Research Quarterly
• Bundock, K., Shumway, J.F, King, J., Burnside, M., Messervy, F., (2023). Teachers’ actions and students’ engagement behaviors during number system knowledge discussions: Implications for enhancing active engagement. . International Journal of Education in Mathematics, Science, and Technology
• Welch, L., Shumway, J., Clarke-, J., Lee, V., (2022). Exploring Measurement Through Coding: Children's Conceptions of a Dynamic Linear Unit with Robot Coding Toys. Educational Sciences, 12:2, doi: https://doi.org/10.3390/educsci12020143
• Silvis, D., Lee, V., Clarke-Midura, J., Shumway, J., Lewis, S., (2022). The technical matters: Young children debugging (with) tangible coding toys. Information of the Learning Sciences, doi: https://doi.org/10.1108/ILS-12-2021-0109
• Shumway, J., Reeder, R., (2021). Characteristics of 3-year-old preschoolers’ evolving mathematics knowledge: A one-year multiple-case analysis. International Journal for Mathematics Teaching and Learning, 22:2
• Clarke Midura, J., Kozlowski, J.S, Shumway, J., Lee, V.R, (2021). How young children engage in and shift between reference frames when playing with coding toys. International Journal of Child-Computer Interaction, 28, 100250. doi: 10.1016/j.ijcci.2021.100250
• Shumway, J., Bundock, K., King, J., Burnside, M., Gardner, H., Messervy, F., (2020). Visualizing number: Instruction for number system knowledge in second-grade classrooms.. Investigations in Mathematics Learning, 12:2, doi: 10.1080/19477503.2020.1740383
• Shumway, J., Moyer-Packenham, P., (2019). A counting-focused instructional treatment to improve number sense: An exploratory classroom-based intervention study. The Mathematics Enthusiast, 16:1, Article 14.
• Player, C., Shumway, J., (2018). Emerging number system knowledge ideas: A case study. American Journal of Undergraduate Research, 15:3, 23-34.
• Shumway, J., Jordan, K.E, (2018). Synechistically using test scores and interviews to understand students' computational fluency. International Journal for Mathematics Teaching and Learning, 2, 159-175.
• Bullock, E., Shumway, J., Watts, C., Moyer-Packenham, P., (2017). Affordance access matters: Preschool children's learning progressions while interacting with touch-screen mathematics apps. Technology, Knowledge, and Learning, 1-27.
• 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.
• Shumway, J., Moyer-Packenham, P., Baker, J.M, Westenskow, A., Anderson-Pence, K.L, Tucker, S.I, 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: DOI:10.18404/ijemst.20845
• Watts, C.M, Moyer-Packenham, P., Tucker, S.I, Bullock, E.P, 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. doi: http://dx.doi.org/10.1016/j.chb.2016.07.029

Professional Journal

• Welch, L., Shumway, J., Clarke-Midura, J., Lee, V., (2021). Using coding toys to understand equality.. Australian Primary Mathematics Classroom, 26:3, 21-25.
• Clarke Midura, J., Silvis, D., Shumway, J., Lee, V.R, Kozlowski, J.S, (2021). Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking. Computer Science Education, 1--24.
• Throndsen, J., Shumway, J., Moyer-Packenham, P.S, (2020). The relationship between mathematical literacy at kindergarten entry and preschool attendance, type, and quality. Early Childhood Education Journal, doi: https://doi.org/10.1007/s10643-019-01014-7
• Hamilton, M., Clarke Midura, J., Shumway, J., Lee, V.R, (2020). An emerging technology report on computational toys in early childhood. Technology, Knowledge and Learning, 25:1, 213--224.
• Shumway, J., Clarke Midura, J., Lee, V.R, Hamilton, M.M, Baczuk, C., (2019). Coding in Kindergarten: Putting spatial orientation and measurement skills to work. Teaching Children Mathematics, 25:5, 314-317.
• Shumway, J., Hoggan, J., (2019). Developing spatial structuring with Quick Images. Teaching Children Mathematics, 25:5, 290-296.
• Clarke Midura, J., Lee, V.R, Shumway, J., Hamilton, M., (2019). The building blocks of coding: A comparison of early childhood coding toys. Information and Learning Sciences
• Shumway, J., Pace, L., (2017). Preschool problem solvers: CGI promotes mathematical reasoning. Teaching Children Mathematics, 24:2, 23-34.

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Other

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.