The Complexity of the Affordance–Ability Relationship When Second-Grade Children Interact with Mathematics Virtual Manipulative Apps
Tucker, Stephen I., Moyer-Packenham, Patricia S., Westenskow, Arla, Jordan, Kerry E.
Published in Technology, knowledge and learning (01.10.2016)
Published in Technology, knowledge and learning (01.10.2016)
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Journal Article
The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps
Moyer-Packenham, Patricia S., Bullock, Emma K., Shumway, Jessica F., Tucker, Stephen I., Watts, Christina M., Westenskow, Arla, Anderson-Pence, Katie L., Maahs-Fladung, Cathy, Boyer-Thurgood, Jennifer, Gulkilik, Hilal, Jordan, Kerry
Published in Mathematics education research journal (01.03.2016)
Published in Mathematics education research journal (01.03.2016)
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Journal Article
Kindergarten Children's Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis
Tucker, Stephen I, Lommatsch, Christina W, Moyer-Packenham, Patricia S, Anderson-Pence, Katie L, Symanzik, Jürgen
Published in International Journal of Research in Education and Science (2017)
Published in International Journal of Research in Education and Science (2017)
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Journal Article
Second-Graders' Mathematical Practices for Solving Fraction Tasks
Moyer-Packenham, Patricia S., Bolyard, Johnna J., Tucker, Stephen I.
Published in Investigations in mathematics learning (01.09.2014)
Published in Investigations in mathematics learning (01.09.2014)
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Journal Article
Using Open-Response Fraction Items to Explore the Relationship between Instructional Modalities and Students' Solution Strategies
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
Published in International journal of education in mathematics, science and technology (01.01.2016)
Published in International journal of education in mathematics, science and technology (01.01.2016)
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Journal Article
An examination of children's learning progression shifts while using touch screen virtual manipulative mathematics apps
Watts, Christina M., Moyer-Packenham, Patricia S., Tucker, Stephen I., Bullock, Emma P., Shumway, Jessica F., Westenskow, Arla, Boyer-Thurgood, Jennifer, Anderson-Pence, Katie, Mahamane, Salif, Jordan, Kerry
Published in Computers in human behavior (01.11.2016)
Published in Computers in human behavior (01.11.2016)
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Journal Article
The Brain's Response to Digital Math Apps: A Pilot Study Examining Children's Cortical Responses during Touch-Screen Interactions
Baker, Joseph M, Moyer-Packenham, Patricia S, Tucker, Stephen I, Shumway, Jessica F, Jordan, Kerry E, Gillam, Ronald B
Published in The journal of computers in mathematics and science teaching (01.01.2018)
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Published in The journal of computers in mathematics and science teaching (01.01.2018)
Journal Article
Zooming in on children's thinking: How a number line app revealed, concealed, and developed children's number understanding
Tucker, Steven, Moyer-Packenham, Patricia S, Shumway, Jessica F, Jordan, Kerry E
Published in Australian primary mathematics classroom (22.03.2016)
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Published in Australian primary mathematics classroom (22.03.2016)
Journal Article
Young Children's Learning Performance and Efficiency When Using Virtual Manipulative Mathematics iPad Apps
Moyer-Packenham, Patricia S, Shumway, Jessica F, Bullock, Emma, Tucker, Stephen I, Anderson-Pence, Katie L, Westenskow, Arla, Boyer-Thurgood, Jennifer, Maahs-Fladung, Cathy, Symanzik, Juergen, Mahamane, Salif, MacDonald, Beth, Jordan, Kerry
Published in The journal of computers in mathematics and science teaching (01.01.2015)
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Published in The journal of computers in mathematics and science teaching (01.01.2015)
Journal Article