Stephen I. Tucker

发表

Learning Progression Shifts: How Touch-Screen Virtual Manipulative Mathematics App Design Promotes Children’s Productive Struggle

Patricia S. Moyer-Packenham, Katie L. Anderson-Pence, Jessica F. Shumway, 2017 .

Second-Graders’ Mathematical Practices for Solving Fraction Tasks

Patricia S. Moyer-Packenham, Stephen I. Tucker, Johnna J. Bolyard, 2014 .

The Nexus of Mathematics, Strategy, and Technology in Second-Graders’ Interactions with an iPad-Based Virtual Manipulative

Patricia S. Moyer-Packenham, Jessica F. Shumway, Stephen I. Tucker, 2014 .

Literature supporting investigations of the nexus of mathematics, strategy, and technology in children’s interactions with iPad-based virtual manipulatives

Patricia S. Moyer-Packenham, Jessica F. Shumway, Stephen I. Tucker, 2014 .

Young Children’s Learning Performance and Efficiency when Using Virtual Manipulative Mathematics iPad Apps

Jürgen Symanzik, Patricia S. Moyer-Packenham, Katie L. Anderson-Pence, 2014 .

Building Partnerships: A Collaborative Lesson-Study Experience in a Preservice Mathematics Methods Course

Jessica F. Shumway, Stephen I. Tucker, A. Bostwick, 2013 .

Examining Children’s Interactions with Mathematics Virtual Manipulatives on iPads: Proactive and Reactive Attribute Modification

Stephen I. Tucker, Teri N. Johnson, 2016 .

Attribute Modification in Children's Mathematical Interactions with Touch Screen Tablet Apps.

Stephen I. Tucker, Teri N. Johnson, 2017 .

Developing research tools for young children’s interactions with mathematics apps on the iPad

Jürgen Symanzik, Patricia S. Moyer-Packenham, Hilal Gulkilik, 2014 .

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

Patricia S. Moyer-Packenham, Jessica F. Shumway, Christina M. Watts, 2016, Comput. Hum. Behav..

The Complexity of the Affordance–Ability Relationship When Second-Grade Children Interact with Mathematics Virtual Manipulative Apps

Patricia S. Moyer-Packenham, Stephen I. Tucker, Arla Westenskow, 2016, Technology, Knowledge and Learning.

Zooming in on students’ thinking: How a virtual manipulative app revealed, concealed, and developed students’ number understanding

Patricia S. Moyer-Packenham, Jessica F. Shumway, Stephen I. Tucker, 2016 .

I Thought This Was a Study on Math Games: Attribute Modification in Children’s Interactions with Mathematics Apps

Stephen I. Tucker, Teri N. Johnson, T. N. Johnson, 2017 .

Exploring the phenomenon of distance in children’s interactions with touchscreen digital mathematics games

Stephen I. Tucker, P. Moyer-Packenham, 2020, International Journal of Mathematical Education in Science and Technology.

Applying the Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework to a Child’s Multi-touch Interactions with an Idealized Number Line

Stephen I. Tucker, 2018 .

Small fingers, big data: Preschoolers’ subitizing speed and accuracy during interactions with multitouch technology

Stephen I. Tucker, Teri N. Johnson, T. N. Johnson, 2018, The Journal of Educational Research.

An exploratory study of attributes, affordances, abilities, and distance in children's use of mathematics virtual manipulative iPad apps

Stephen I. Tucker, 2015 .

The Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework and Its Applications to Interactions with Mathematics Virtual Manipulatives

Stephen I. Tucker, 2016 .

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Stephen I. Tucker, Teri N. Johnson, T. N. Johnson, 2020, Mathematics Education Research Journal.

Zooming in on Children's Thinking: How a Number Line App Revealed, Concealed, and Developed Children's Number Understanding

Jessica F. Shumway, Stephen I. Tucker, P. Moyer-Packenham, 2016 .

Kindergarten Children’s Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis

Stephen I. Tucker, Christina W. Lommatsch, J. Symanzik, 2017 .

Heatmap and Hierarchical Clustering Analysis to Highlight Changes in Young Children’s Developmental Progressions Using Virtual Manipulative Mathematics Apps

Stephen I. Tucker, Christina W. Lommatsch, J. Symanzik, 2018 .

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

Jessica F. Shumway, Stephen I. Tucker, Emma K. Bullock, 2015, Mathematics Education Research Journal.

Examining Patterns in Second Graders’ Use of Virtual Manipulative Mathematics Apps through Heatmap Analysis

Stephen I. Tucker, J. Symanzik, P. Moyer-Packenham, 2015 .

Get MAAAD at Those Apps

Stephen I. Tucker, T. N. Johnson, 2018 .

Using Open-Response Fraction Items to Explore the Relationship between Instructional Modalities and Students' Solution Strategies.

Jessica F. Shumway, Stephen I. Tucker, P. Moyer-Packenham, 2016 .

REFractions: The representing equivalent fractions game

Stephen I. Tucker, 2014 .

The Brain’s Response to Digital Math Apps: A Pilot Study Examining Children’s Cortical Responses During Touch-Screen Interactions

Jessica F. Shumway, Stephen I. Tucker, P. Moyer-Packenham, 2018 .

Three Men and a Maybe

Stephen I. Tucker, 2015 .

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Stephen I. Tucker, Teri N. Johnson, 2020, Mathematics Education Research Journal.