Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context von Hunt, Jessica, Westenskow, Arla, Moyer-Packenham, Patricia

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Predictors of Achievement When Virtual Manipulatives are Used for Mathematics Instruction von Moyer-Packenham, Patricia S., Baker, Joseph, Westenskow, Arla, Anderson, Katie L., Shumway, Jessica F., Jordan, Kerry E.

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How design features in digital math games support learning and mathematics connections von Moyer-Packenham, Patricia S., Lommatsch, Christina W., Litster, Kristy, Ashby, Jill, Bullock, Emma K., Roxburgh, Allison L., Shumway, Jessica F., Speed, Emily, Covington, Benjamin, Hartmann, Christine, Clarke-Midura, Jody, Skaria, Joel, Westenskow, Arla, MacDonald, Beth, Symanzik, Jürgen, Jordan, Kerry

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Canine Conjectures: Using Data for Proportional Reasoning von Westenskow, Arla, Moyer-Packenham, Patricia S

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Using an Iceberg Intervention Model to Understand Equivalent Fraction Learning when Students with Mathematical Learning Difficulties use Different Manipulatives von Westenskow, Arla, Moyer-Packenham, Patricia

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An examination of children's learning progression shifts while using touch screen virtual manipulative mathematics apps von 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

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Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning von Moyer-Packenham, Patricia S, Westenskow, Arla

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Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory von Hunt, Jessica H., Westenskow, Arla, Silva, Juanita, Welch-Ptak, Jasmine

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An Iceberg Model for Improving Mathematical Understanding and Mindset or Disposition: An Individualized Summer Intervention Program von WESTENSKOW, ARLA, MOYER-PACKENHAM, PATRICIA S., CHILD, BARBARA

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The Complexity of the Affordance–Ability Relationship When Second-Grade Children Interact with Mathematics Virtual Manipulative Apps von Tucker, Stephen I., Moyer-Packenham, Patricia S., Westenskow, Arla, Jordan, Kerry E.

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The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps von 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

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Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions von MacDonald, Beth L., Westenskow, Arla, Moyer‐Packenham, Patricia S., Child, Barbara

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A Window Into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring von Westenskow, Arla, Boyer-Thurgood, Jennifer, Moyer-Packenham, Patricia S.

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An Exploratory Study of a Story Problem Assessment: Understanding Children's Number Sense von Shumway, Jessica F, Westenskow, Arla, Moyer-Packenham, Patricia S

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Relationships between Visual Static Models and Students' Written Solutions to Fraction Tasks von Anderson-Pence, Katie L, Moyer-Packenham, Patricia S, Westenskow, Arla, Shumway, Jessica, Jordan, Kerry

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Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge? von Moyer-Packenham, Patricia S., Westenskow, Arla

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A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third- and Fourth-Grade Classrooms von MOYER-PACKENHAM, PATRICIA, BAKER, JOSEPH, WESTENSKOW, ARLA, ANDERSON, KATIE, SHUMWAY, JESSICA, RODZON, KATI, JORDAN, KERRY

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Using Open-Response Fraction Items to Explore the Relationship Between Instructional Modalities and Students’ Solution Strategies von 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.

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Revisiting the Effects and Affordances of Virtual Manipulatives for Mathematics Learning von Terry, Krista, Cheney, Amy

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Elementary Pre-Service Teachers: Can They Experience Mathematics Teaching Anxiety without Having Mathematics Anxiety? von Brown, Amy Bingham, Westenskow, Arla, Moyer-Packenham, Patricia S

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