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Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh
Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh
Teacher Education and Leadership Faculty Publications
This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high achieving group participated in two instructional treatments (three groups used virtual manipulatives and one group used physical manipulatives). Data sources included pre- and post-tests of students’ mathematical content knowledge and videotapes of classroom sessions. Results of paired samples t-tests examining the three groups using virtual manipulatives indicated a statistically significant overall gain following …
Common Features Of Professional Development Activities For Mathematics And Science Teachers, Patricia S. Moyer-Packenham, J. J. Bolyard, J. Oh, N. I. Cerar
Common Features Of Professional Development Activities For Mathematics And Science Teachers, Patricia S. Moyer-Packenham, J. J. Bolyard, J. Oh, N. I. Cerar
Teacher Education and Leadership Faculty Publications
This study examines professional development activities provided for mathematics and science teachers in the National Science Foundation’s Math and Science Partnership Program by analyzing a cross-sectional sample of over 2000 professional development (PD) activities in the program. Data were gathered from secondary source documents and surveys to examine core and structural features of professional development offerings (i.e. form, collective participation, content, duration and outcomes). The results from this sample of PD activities for mathematics and science teachers were mixed. There was evidence of researchbased practices, including the collective participation by teachers at the same grade levels, a focus on content-specific …