Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Patricia S. Moyer-Packenham"'
Publikováno v:
Education Sciences, Vol 7, Iss 1, p 37 (2017)
For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the q
Externí odkaz:
https://doaj.org/article/6435dbe5aa0a43ada0c0f821cfbf454a
Autor:
Patricia S. Moyer-Packenham, Joseph Baker, Arla Westenskow, Katie L. Anderson, Jessica F. Shumway, Kerry E. Jordan
Publikováno v:
REDIMAT, Vol 3, Iss 2 (2014)
The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study included the following quasi-experimental design features: 1) a large number of students (N=350)
Externí odkaz:
https://doaj.org/article/636d0be2d827467fb754a8a1971addf1
Publikováno v:
Technology, Knowledge and Learning. 27:223-253
The purpose of this study was to examine relationships between students’ semiotic representational transformations and students’ mathematics performance outcomes in digital math games. The study employed a convergent parallel mixed methods design
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d5cea780ab20ba1acfc30c55d5ce2cc5
https://doi.org/10.1007/s10758-021-09506-5
https://doi.org/10.1007/s10758-021-09506-5
Autor:
Emma P. Bullock, Joseph S. Webster, Patricia S. Moyer-Packenham, Kathleen A. Bullock, Elif Bektas, Allison L. Roxburgh
Publikováno v:
Journal of Computer Assisted Learning. 37:557-586
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::71ebae9655d0767df2412b562f571bca
https://doi.org/10.1111/jcal.12508
https://doi.org/10.1111/jcal.12508
Autor:
Joshua R. Novak, M. Jill Harmon, Kristy Litster, Christina W. Lommatsch, Patricia S. Moyer-Packenham, Allison L. Roxburgh, Emma P. Bullock
Publikováno v:
Teacher Education and Leadership Faculty Publications
This study explored associations among children’s prior attitudes, prior mathematics knowledge, and frequency of digital game use, with children’s perceptions of game affordances, and transfer to out-of-game performance when interacting with digi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7eb7b4cbacc01a265be853acef10a847
https://doi.org/10.1007/s10763-020-10111-8
https://doi.org/10.1007/s10763-020-10111-8
Publikováno v:
Early Childhood Education Journal. 48:473-483
As children enter kindergarten, some are more academically prepared than others for a variety of reasons. One influence on kindergarten preparation is prior preschool experiences. The purpose of this study was to investigate the relationship between
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::91b80d3e3739ffa9b8dc705c2620cadc
https://doi.org/10.1007/s10643-019-01014-7
https://doi.org/10.1007/s10643-019-01014-7
Publikováno v:
Mathematics Education Research Journal. 31:349-365
The purpose of the inquiry was to understand how children in primary grades (i.e., preschool, kindergarten, and second grade) engaged with affordances and constraints of features in a Base-10 Blocks virtual manipulative mathematics app designed to pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::afaa4352996e14fd79ef2f8e6ed99f2c
https://doi.org/10.1007/s13394-019-00257-2
https://doi.org/10.1007/s13394-019-00257-2
Publikováno v:
Teacher Education and Leadership Faculty Publications
This study examines the construct of distance – the degree of difficulty of interacting with something – as part of activity involving children using touchscreen digital games to learn mathematics. Ten fifth-grade children engaged in video-record
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5673a2b7517c4e65cd209f45eb0a999a
https://digitalcommons.usu.edu/teal_facpub/2506
https://digitalcommons.usu.edu/teal_facpub/2506
Publikováno v:
Teacher Education and Leadership Faculty Publications
The purpose of this study was to characterize the growth of one student’s mathematical understanding and use of different representations about a geometric transformation, dilation. We accomplished this purpose by using the Pirie-Kieren model joint
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8f172ae666c36128e9c3c75571321eb7
https://digitalcommons.usu.edu/teal_facpub/2503
https://digitalcommons.usu.edu/teal_facpub/2503