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Download full textShumway, 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
Direct linkMoyer-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 – Journal of Computers in Mathematics and Science Teaching, 2015
Part of a larger initiation mixed methods study (Greene, Caracelli, & Graham, 1989), this paper discusses the changes in young children's learning performance and efficiency (one element of the quantitative portion of the larger study) during clinical interviews in which each child interacted with a variety of virtual manipulative…
Descriptors: Young Children, Learning Processes, Efficiency, Numeracy
Anderson-Pence, Katie L. – Cogent Education, 2015
This paper seeks to illuminate teachers' perceptions of the challenges and benefits of systematically examining students' thinking as part of a professional development program in elementary mathematics education. Using a framework of models of conceptual change and principles of discomfort, three elementary teachers' perceptions of their…
Descriptors: Teacher Attitudes, Faculty Development, Elementary School Teachers, Elementary School Mathematics
