TEaL Faculty PublicationsCopyright (c) 2016 Utah State University All rights reserved.
http://digitalcommons.usu.edu/teal_facpub
Recent documents in TEaL Faculty Publicationsen-usThu, 20 Oct 2016 01:43:09 PDT3600Guided Reading Workshop
http://digitalcommons.usu.edu/teal_facpub/2308
http://digitalcommons.usu.edu/teal_facpub/2308Tue, 18 Oct 2016 17:35:46 PDTS. O'Neil et al.Guided Reading Workshop
http://digitalcommons.usu.edu/teal_facpub/2307
http://digitalcommons.usu.edu/teal_facpub/2307Tue, 18 Oct 2016 17:35:42 PDTS. O'Neil et al.Everyday Mathematics and the Math Workshop
http://digitalcommons.usu.edu/teal_facpub/2306
http://digitalcommons.usu.edu/teal_facpub/2306Tue, 18 Oct 2016 17:35:38 PDTJessica F. ShumwayMath Talk: Discourse in the Elementary Mathematics Classroom
http://digitalcommons.usu.edu/teal_facpub/2305
http://digitalcommons.usu.edu/teal_facpub/2305Tue, 18 Oct 2016 17:35:34 PDTJessica F. Shumway et al.Math Collaborative: Using a Study Group in Conjunction with Coaching
http://digitalcommons.usu.edu/teal_facpub/2304
http://digitalcommons.usu.edu/teal_facpub/2304Tue, 18 Oct 2016 17:35:29 PDTJessica F. ShumwayMath Collaborative: An Embedded Professional Development Model
http://digitalcommons.usu.edu/teal_facpub/2303
http://digitalcommons.usu.edu/teal_facpub/2303Tue, 18 Oct 2016 17:35:24 PDTJessica F. ShumwayBuilding Number Sense Through Counting Routines
http://digitalcommons.usu.edu/teal_facpub/2302
http://digitalcommons.usu.edu/teal_facpub/2302Tue, 18 Oct 2016 17:35:20 PDTJessica F. ShumwayFostering Place Value Understandings Through Number Sense Routines
http://digitalcommons.usu.edu/teal_facpub/2301
http://digitalcommons.usu.edu/teal_facpub/2301Tue, 18 Oct 2016 17:35:15 PDTJessica F. ShumwayBuilding Students’ Math Foundations: Number Sense
http://digitalcommons.usu.edu/teal_facpub/2300
http://digitalcommons.usu.edu/teal_facpub/2300Tue, 18 Oct 2016 17:35:11 PDTJessica F. Shumway et al.Jumps and Leaps: Number Lines, Number Sense, and Solving Problems
http://digitalcommons.usu.edu/teal_facpub/2299
http://digitalcommons.usu.edu/teal_facpub/2299Tue, 18 Oct 2016 17:35:06 PDTJessica F. Shumway et al.Meaningful Mathematics: Tapping into Preschoolers Natural Strategies for Solving Problems
http://digitalcommons.usu.edu/teal_facpub/2298
http://digitalcommons.usu.edu/teal_facpub/2298Tue, 18 Oct 2016 17:35:00 PDTJessica F. Shumway et al.Number Sense Routines: Building Numerical Literacy Every Day
http://digitalcommons.usu.edu/teal_facpub/2297
http://digitalcommons.usu.edu/teal_facpub/2297Tue, 18 Oct 2016 17:34:56 PDTJessica F. ShumwayMath Collaborative: A Journey Through the Complexities of Coaching
http://digitalcommons.usu.edu/teal_facpub/2296
http://digitalcommons.usu.edu/teal_facpub/2296Tue, 18 Oct 2016 17:34:50 PDTJessica F. Shumway et al.Responsive Routines for Early Number Sense
http://digitalcommons.usu.edu/teal_facpub/2295
http://digitalcommons.usu.edu/teal_facpub/2295Tue, 18 Oct 2016 17:34:46 PDTJessica F. ShumwayBuilding Number Sense Through Counting Routines
http://digitalcommons.usu.edu/teal_facpub/2294
http://digitalcommons.usu.edu/teal_facpub/2294Tue, 18 Oct 2016 17:34:42 PDTJessica F. ShumwaySchool Mathematics Research on Virtual Manipulatives: A Collaborative Team Approach
http://digitalcommons.usu.edu/teal_facpub/2293
http://digitalcommons.usu.edu/teal_facpub/2293Tue, 18 Oct 2016 17:34:37 PDTP. S. Moyer-Packenham et al.Fostering Place Value Understandings Through Number Sense Routines
http://digitalcommons.usu.edu/teal_facpub/2292
http://digitalcommons.usu.edu/teal_facpub/2292Tue, 18 Oct 2016 17:34:33 PDTJessica F. ShumwayBuilding Partnerships: A Collaborative Lesson-Study Experience in a Preservice Mathematics Methods Course
http://digitalcommons.usu.edu/teal_facpub/2291
http://digitalcommons.usu.edu/teal_facpub/2291Tue, 18 Oct 2016 17:34:28 PDTJessica F. Shumway et al.Manipulatives, Models, and Symbols: The Role of Representations in Building Students’ Number Sense
http://digitalcommons.usu.edu/teal_facpub/2290
http://digitalcommons.usu.edu/teal_facpub/2290Tue, 18 Oct 2016 17:34:24 PDTJessica F. Shumway et al.Hidden Predictors of Achievement: The Equalizing Effects of Virtual Manipulatives for Mathematics Instruction
http://digitalcommons.usu.edu/teal_facpub/2289
http://digitalcommons.usu.edu/teal_facpub/2289Tue, 18 Oct 2016 17:34:20 PDTP. S. Moyer-Packenham et al.Children’s Mathematics Interactions with Virtual Manipulatives on iPads
http://digitalcommons.usu.edu/teal_facpub/2288
http://digitalcommons.usu.edu/teal_facpub/2288Tue, 18 Oct 2016 17:34:16 PDTP. S. Moyer-Packenham et al.Playing with Numbers: Developing Flexible Computation Strategies
http://digitalcommons.usu.edu/teal_facpub/2287
http://digitalcommons.usu.edu/teal_facpub/2287Tue, 18 Oct 2016 17:34:11 PDTJessica F. ShumwayBuilding Number Sense Across the District: Mathematics Professional Development for Elementary Teachers
http://digitalcommons.usu.edu/teal_facpub/2286
http://digitalcommons.usu.edu/teal_facpub/2286Tue, 18 Oct 2016 17:34:07 PDTJessica F. Shumway et al.Jumps and Leaps: Number Lines, Number Sense, and Solving Problems
http://digitalcommons.usu.edu/teal_facpub/2285
http://digitalcommons.usu.edu/teal_facpub/2285Tue, 18 Oct 2016 17:34:02 PDTJessica F. Shumway et al.The Nexus of Mathematics, Strategy, and Technology in Second-Graders’ Interactions with an iPad-Based Virtual Manipulative
http://digitalcommons.usu.edu/teal_facpub/2284
http://digitalcommons.usu.edu/teal_facpub/2284Tue, 18 Oct 2016 17:33:58 PDTS. I. Tucker et al.Kindergartener’s Strategy Development during Combining Tasks on the iPad
http://digitalcommons.usu.edu/teal_facpub/2283
http://digitalcommons.usu.edu/teal_facpub/2283Tue, 18 Oct 2016 17:33:54 PDTJ. Boyer-Thurgood et al.Young Children’s Mathematics Interactions with Virtual Manipulatives on iPads
http://digitalcommons.usu.edu/teal_facpub/2282
http://digitalcommons.usu.edu/teal_facpub/2282Tue, 18 Oct 2016 17:33:50 PDTP. S. Moyer-Packenham et al.A Story Problem Assessment: Task-Based Interviews for Understanding Children’s Number Sense
http://digitalcommons.usu.edu/teal_facpub/2281
http://digitalcommons.usu.edu/teal_facpub/2281Tue, 18 Oct 2016 17:33:45 PDTJessica F. Shumway et al.Conflicting paradigms: Using assessments and interviews to understand students’ number sense
http://digitalcommons.usu.edu/teal_facpub/2280
http://digitalcommons.usu.edu/teal_facpub/2280Tue, 18 Oct 2016 17:33:41 PDTJessica F. Shumway et al.Towards an understanding of the brain’s response to math apps: An fNIRS investigation of children’s cortical responses to interactions with virtual manipulatives
http://digitalcommons.usu.edu/teal_facpub/2279
http://digitalcommons.usu.edu/teal_facpub/2279Tue, 18 Oct 2016 17:33:37 PDTJ. M. Baker et al.Affordance access matters: Preschool children’s learning progressions while interacting with touch-screen mathematics apps
http://digitalcommons.usu.edu/teal_facpub/2278
http://digitalcommons.usu.edu/teal_facpub/2278Tue, 18 Oct 2016 17:33:32 PDTE. Bullock et al.Teacher educators’ discourse moves in supporting preservice elementary mathematics teachers’ learning
http://digitalcommons.usu.edu/teal_facpub/2277
http://digitalcommons.usu.edu/teal_facpub/2277Tue, 18 Oct 2016 17:33:28 PDTD. Ng et al.Hidden predictors of achievement: The equalizing effect of virtual manipulatives for mathematics instruction
http://digitalcommons.usu.edu/teal_facpub/2276
http://digitalcommons.usu.edu/teal_facpub/2276Tue, 18 Oct 2016 17:33:23 PDTP. S. Moyer-Packenham et al.Literature supporting investigations of the nexus of mathematics, strategy, and technology in children’s interactions with iPad-based virtual manipulatives
http://digitalcommons.usu.edu/teal_facpub/2275
http://digitalcommons.usu.edu/teal_facpub/2275Tue, 18 Oct 2016 17:33:19 PDTS. I. Tucker et al.Developing research tools for young children’s interactions with mathematics apps on the iPad
http://digitalcommons.usu.edu/teal_facpub/2274
http://digitalcommons.usu.edu/teal_facpub/2274Tue, 18 Oct 2016 17:33:13 PDTP. S. Moyer-Packenham et al.Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps
http://digitalcommons.usu.edu/teal_facpub/2273
http://digitalcommons.usu.edu/teal_facpub/2273Tue, 18 Oct 2016 17:33:08 PDTP. S. Moyer-Packenham et al.Cute Drawings? What Students’ Fractional Representations Reveal About Their Whole Number Bias
http://digitalcommons.usu.edu/teal_facpub/2272
http://digitalcommons.usu.edu/teal_facpub/2272Tue, 18 Oct 2016 17:33:02 PDTA. Westenskow et al.The effects of different virtual manipulatives for second graders' mathematics learning in the touch-screen environment
http://digitalcommons.usu.edu/teal_facpub/2271
http://digitalcommons.usu.edu/teal_facpub/2271Tue, 18 Oct 2016 17:32:58 PDTP. S. Moyer-Packenham et al.Effective teaching with technology: Managing affordances in iPad apps to promote young children’s mathematics learning
http://digitalcommons.usu.edu/teal_facpub/2270
http://digitalcommons.usu.edu/teal_facpub/2270Tue, 18 Oct 2016 17:32:53 PDTE. P. Bullock et al.A study comparing virtual manipulatives with other instructional treatments in third- and fourth-grade classrooms
http://digitalcommons.usu.edu/teal_facpub/2269
http://digitalcommons.usu.edu/teal_facpub/2269Tue, 18 Oct 2016 17:32:48 PDT
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 (PM), and virtual manipulatives (VM). Results revealed no significant differences in achievement between the treatments. Additional results showed that objective ability predicted fraction achievement; virtual manipulative use can be modulated by test question type (e.g., symbolic vs. pictorial); percentage of class time using representations differed between VM and PM classrooms; and percentage of class time spent using representation types differed, potentially providing differential opportunities to learn.
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P. Moyer-Packenham et al.Building bridges to spatial reasoning
http://digitalcommons.usu.edu/teal_facpub/2268
http://digitalcommons.usu.edu/teal_facpub/2268Tue, 18 Oct 2016 17:32:43 PDTJessica F. ShumwayMastery multiplied
http://digitalcommons.usu.edu/teal_facpub/2267
http://digitalcommons.usu.edu/teal_facpub/2267Tue, 18 Oct 2016 17:32:36 PDTJessica F. Shumway et al.Cute Drawings? The disconnect between students' pictorial representations and their mathematics responses to fraction questions
http://digitalcommons.usu.edu/teal_facpub/2266
http://digitalcommons.usu.edu/teal_facpub/2266Tue, 18 Oct 2016 17:32:30 PDTA. Westenskow et al.Predictors of achievement when virtual manipulatives are used for mathematics instruction
http://digitalcommons.usu.edu/teal_facpub/2265
http://digitalcommons.usu.edu/teal_facpub/2265Tue, 18 Oct 2016 17:32:26 PDTP. S. Moyer-Packenham et al.Relationships between visual static models and students’ written solutions to fraction tasks
http://digitalcommons.usu.edu/teal_facpub/2264
http://digitalcommons.usu.edu/teal_facpub/2264Tue, 18 Oct 2016 17:32:22 PDTK. L. Anderson-Pence et al.Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps
http://digitalcommons.usu.edu/teal_facpub/2263
http://digitalcommons.usu.edu/teal_facpub/2263Tue, 18 Oct 2016 17:32:17 PDTP. S. Moyer-Packenham et al.An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps
http://digitalcommons.usu.edu/teal_facpub/2262
http://digitalcommons.usu.edu/teal_facpub/2262Tue, 18 Oct 2016 17:32:13 PDTC. M. Watts et al.Zooming in on students’ thinking: How a virtual manipulative app revealed, concealed, and developed students’ number understanding
http://digitalcommons.usu.edu/teal_facpub/2261
http://digitalcommons.usu.edu/teal_facpub/2261Tue, 18 Oct 2016 17:32:09 PDTS. I. Tucker et al.The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps
http://digitalcommons.usu.edu/teal_facpub/2260
http://digitalcommons.usu.edu/teal_facpub/2260Tue, 18 Oct 2016 17:32:05 PDTP. S. Moyer-Packenham et al.Subitizing games: Assessing preschool children’s number understanding
http://digitalcommons.usu.edu/teal_facpub/2259
http://digitalcommons.usu.edu/teal_facpub/2259Tue, 18 Oct 2016 17:32:00 PDTB. L. MacDonald et al.The role of questioning to develop conceptual understanding
http://digitalcommons.usu.edu/teal_facpub/2258
http://digitalcommons.usu.edu/teal_facpub/2258Tue, 18 Oct 2016 17:31:56 PDTM. Chedister et al.An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps
http://digitalcommons.usu.edu/teal_facpub/2257
http://digitalcommons.usu.edu/teal_facpub/2257Tue, 18 Oct 2016 17:31:51 PDT
The purpose of this study was to examine shifts in young children's learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool to analyze video data from two camera sources (i.e., GoPro camera, wall-mounted camera). Our results showed that it is possible to document evidence of shifts in children's learning progressions while they are interacting with mathematics apps on touch-screen devices. Our results also indicated patterns in the children's interactions that were related to the shifts in their learning progression levels. These results suggest that an open-ended number of tasks with a variety of representations and tasks at varying levels of difficulty led to children refining their understanding and shaping their concept image of mathematical ideas resulting in incremental shifts in learning. The results of this study have important implications about how mathematical tasks in touch-screen apps may prompt children's incremental learning progression shifts to occur, and thereby promote opportunities for learning. We propose that design features in mathematics apps can be created to support and encourage these learning shifts.
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C. M. Watts et al.Using open-response fraction items to explore the relationship between instructional modalities and students’ solution strategies.
http://digitalcommons.usu.edu/teal_facpub/2256
http://digitalcommons.usu.edu/teal_facpub/2256Tue, 18 Oct 2016 17:31:47 PDTJessica F. Shumway et al.An exploratory study of a story problem assessment: Understanding children's number sense
http://digitalcommons.usu.edu/teal_facpub/2255
http://digitalcommons.usu.edu/teal_facpub/2255Tue, 18 Oct 2016 17:31:42 PDTJessica F. Shumway et al.Preschool problem solvers: Using Cognitively Guided Instruction to promote mathematical reasoning
http://digitalcommons.usu.edu/teal_facpub/2254
http://digitalcommons.usu.edu/teal_facpub/2254Tue, 18 Oct 2016 17:31:37 PDTJessica F. Shumway et al.Go figure! Number sense routines that build mathematical understanding
http://digitalcommons.usu.edu/teal_facpub/2253
http://digitalcommons.usu.edu/teal_facpub/2253Tue, 18 Oct 2016 17:31:33 PDTJessica F. ShumwayNumber sense routines: Building numerical literacy every day in grades K - 3
http://digitalcommons.usu.edu/teal_facpub/2252
http://digitalcommons.usu.edu/teal_facpub/2252Tue, 18 Oct 2016 17:31:29 PDTJessica F. ShumwayUsing modeled writing to support English-only and English-learner second-grade students
http://digitalcommons.usu.edu/teal_facpub/2309
http://digitalcommons.usu.edu/teal_facpub/2309Tue, 18 Oct 2016 13:13:16 PDT
This study compared 70 English learners (ELs) and English-only (EO) second-grade students’ writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students’ writing achievement at the end of the year, and t tests compared students’ writing by gender, language, and group on various pre- and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year’s end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities.
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Kathleen A. J. Mohr