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Shumway, Jessica F.; Moyer-Packenham, Patricia S.; Baker, Joseph M.; Westenskow, Arla; Anderson-Pence, Katie L.; Tucker, Stephen I.; Boyer-Thurgood, Jennifer; Jordan, Kerry E. – International Journal of Education in Mathematics, Science and Technology, 2016
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-grade and 200 fourth-grade students from 17 public school classrooms. Students within each class were…
Descriptors: Teaching Methods, Fractions, Mathematics Instruction, Grade 3
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Moyer-Packenham, Patricia S.; Baker, Joseph; Westenskow, Arla; Anderson-Pence, Katie L.; Shumway, Jessica F.; Jordan, Kerry E. – REDIMAT - Journal of Research in Mathematics Education, 2014
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 student performance on tests of fraction knowledge for third- and fourth-grade students in two treatment…
Descriptors: Mathematics Instruction, Teaching Methods, Educational Technology, Technology Uses in Education
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Anderson-Pence, Katie L.; Moyer-Packenham, Patricia S.; Westenskow, Arla; Shumway, Jessica; Jordan, Kerry – International Journal for Mathematics Teaching and Learning, 2014
The purpose of this study was to deconstruct the relationship between visual static models and students' written solutions to fraction problems using a large sample of students' solutions. Participants in the study included 162 third-grade and 209 fourth-grade students from 17 different classrooms. Students' written responses to open-ended tasks…
Descriptors: Mathematics, Models, Visual Aids, Problem Solving
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Moyer-Packenham, Patricia; Baker, Joseph; Westenskow, Arla; Anderson, Katie; Shumway, Jessica; Rodzon, Kati; Jordan, Kerry – Journal of Education, 2013
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. Results revealed no significant differences in achievement between the treatments. Additional results…
Descriptors: Manipulative Materials, Computer Simulation, Educational Technology, Teaching Methods