Arla Westenskow

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 .

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 .

A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third- and Fourth-Grade Classrooms

Patricia S. Moyer-Packenham, Jessica F. Shumway, Arla Westenskow, 2013 .

How design features in digital math games support learning and mathematics connections

Jürgen Symanzik, Jody Clarke, Patricia S. Moyer-Packenham, 2019, Comput. Hum. Behav..

Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning

Patricia S. Moyer-Packenham, Arla Westenskow, P. Moyer-Packenham, 2013, Int. J. Virtual Pers. Learn. Environ..

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

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

Revisiting the Effects and Affordances of Virtual Manipulatives for Mathematics Learning

Patricia S. Moyer-Packenham, Arla Westenskow, 2016 .

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..

Hidden predictors of achievement: The equalizing effect of virtual manipulatives for mathematics instruction

Patricia S. Moyer-Packenham, Jessica F. Shumway, Arla Westenskow, 2013 .

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.