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Patricia Moyer-Packenham PhD

Profile Picture

School of Teacher Education & Leadership

Professor, Mathematics Education

Professor

Contact Information

Office Location: ECERC 318
DialPhone: 435-797-2597
SendEmail: patricia.moyer-packenham@usu.edu


Educational Background

PhD, University of North Carolina, 1998
Using Mathematics Manipulatives: Control- Versus Autonomy-Oriented Middle Grades Teachers
Med, Millersville University of Pennsylvania, 1988
BS, Elementary Education, Pennsylvania State University, 1983


Biography

Patricia Moyer-Packenham is Professor of Mathematics Education at Utah State University. She received her PhD from the University of North Carolina at Chapel Hill in 1997 with an emphasis in mathematics education. Moyer-Packenham's research focuses on uses of mathematics representations and tools (including virtual, physical, pictorial, and symbolic). She is often referenced for her definition of virtual manipulatives (appearing in Teaching Children Mathematics, 2002), and her expertise in teaching and research using physical and virtual manipulatives. Her publications include two books, Teaching K-8 Mathematics with Virtual Manipulatives and What Principals Need to Know about Teaching Mathematics, and over 70 scholarly contributions including numerous journal articles, book chapters, refereed proceedings, and contributions to mathematics methods textbooks. Moyer-Packenham serves as Co-PI on the NSF-funded Math and Science Partnership Program Evaluation (MSP-PE) and has been the principal investigator of numerous grants totaling over $16 million dollars in funding for mathematics teacher development.


Research Interests

Moyer-Packenham's research focuses on uses of mathematics representations and tools (including virtual, physical, pictorial, and symbolic). She is often referenced for her definition of virtual manipulatives (appearing in Teaching Children Mathematics, 2002), and her expertise in teaching and research using physical and virtual manipulatives. Her publications include two books, Teaching K-8 Mathematics with Virtual Manipulatives and What Principals Need to Know about Teaching Mathematics, and over 70 scholarly contributions including numerous journal articles, book chapters, refereed proceedings, and contributions to mathematics methods textbooks. Moyer-Packenham serves as Co-PI on the NSF-funded Math and Science Partnership Program Evaluation (MSP-PE) and has been the principal investigator of numerous grants totaling over $16 million dollars in funding for mathematics teacher development.

Awards

Graduate Mentor of the Year, 2017

College of Education and Human Services, Utah State University

National Council of Teachers of Mathematics (NCTM) Travel Grant Award ($2,500), 2016

National Science Foundation

Presidential Doctoral Research Fellow Award Recipient, 2016

Utah State University

Outstanding Faculty Supporter of the Library, 2013

USU Library

Best Paper Award, 2012

American Educational Research Association (AERA)

Teacher of the Year Award , 2012

College of Education and Human Services, Utah State University

University Outstanding Graduate Mentor Award Nominee, Utah State University (2010-11)., 2012

Researcher/Scholar of the Year Award, School of Teacher Education and Leadership, EEJ College of Education and Human Services, Utah State University (2011)., 2011

Cited in AMTE Connections as the Featured Mathematics Education Article for the manuscript: Virtual manipulatives used by K-8 teachers for mathematics instruction: Considering mathematical, cognitive, and pedagogical fidelity (2008)., 2008

Teaching Excellence Award Finalist, George Mason University (2006; 2007)., 2007

Outstanding Supervisor Award Nominee, George Mason University (2006)., 2006

National Council of Teachers of Mathematics Board of Director’s Nominee (2003)., 2003

Cited in the Provost’s publication on Research, Scholarly, and Creative Activities for the publication of the book – What Principals Need to Know About Teaching Mathematics – George Mason University (2003)., 2002

Excellence in Education Award Nominee – Penn State University Alumni Society (2002)., 2002


Publications - Abstracts

    Publications - Books & Book Chapters

      Books

    • Moyer-Packenham, P.S, (2016). International perspectives on teaching and learning mathematics with virtual manipulatives. Springer
    • Moyer-Packenham, P.S, (2010). Teaching mathematics with virtual manipulatives. Didax
    • Book Chapters

    • Moyer-Packenham, P.S, Bolyard, J., (2016). Revisiting the definition of a virtual manipulative: International perspectives on teaching and learning mathematics with virtual manipulatives. Springer
    • Moyer-Packenham, P.S, Westenskow, A., (2016). Revisiting the effects and affordances of virtual manipulatives for mathematics learning. IGI Global
    • Johnston, C., Moyer-Packenham, P.S, (2012). A model for examining the criteria used by pre-service elementary teachers in their evaluation of technology for mathematics teaching: Educational technology, teacher Knowledge, and classroom impact: A research handbook on frameworks and approaches. IGI Global
    • Moyer-Packenham, P.S, (2006). Children's literature links boxes: Learning Mathematics in Elementary and Middle Schools. Merrill Prentice-Hall
    • Castle, S., Groth, L., Moyer-Packenham, P.S, Burns, S., (2006). Course-based performance assessments: Assessing teacher performance: Performance-based assessment in teacher education . Rowman & Littlefield Education
    • Moyer-Packenham, P.S, (2004). A remainder of one: Exploring partitive division: Exploring mathematics through literature: Articles and lessons for prekindergarten through grade 8 . National Council of Teachers of Mathematics
    • Moyer-Packenham, P.S, (2003). Children's literature links boxes : Learning Mathematics in Elementary and Middle Schools. Merrill Prentice-Hall Inc.
    • Moyer-Packenham, P.S, (2001). Children's literature link boxes: Learning Mathematics in Elementary and Middle School. Merrill Prentice-Hall Inc.
    • Moyer-Packenham, P.S, Packenham, E.D, (2001). The Pre-College Program: A collaborative model of student enrichment and professional development in mathematics and science: Professional development leadership and the diverse learner . NSTA Press

    * Has not been peer reviewed

    Publications - Fact Sheets

      * Has not been peer reviewed

      Publications - Curriculum

      • Westenskow, A., Moyer-Packenham, P.S, (2012). Real world math . Mathematics Teaching in the Middle School, NCTM

      * Has not been peer reviewed

      Publications - Journal Articles

        Academic Journal

      • Bullock, E., Shumway, J., Watts, C., Moyer-Packenham, P.S, Affordance access matters: Preschool children's learning progressions while interacting with touch-screen mathematics apps. Technology, Knowledge, and Learning
      • Watts, C., Moyer-Packenham, P.S, Tucker, S., Bullock, E., Shumway, J., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., Jordan, K.E, (2016). An examination of children's learning progression shifts while using touch-screen virtual manipulative mathematics apps. Computers in Human Behavior, 64, 814-828.
      • Shumway, J., Westenskow, A., Moyer-Packenham, P.S, (2016). An exploratory study of a story problem assessment: Understanding children's number sense. International Journal for Mathematics Teaching and Learning, 17:3, 1-40.
      • Tucker, S.I, Moyer-Packenham, P.S, Westenskow, A., Jordan, K.E, (2016). The complexity of the affordance-ability relationship when second-grade children interact with mathematics virtual manipulative apps. Technology, Knowledge and Learning, 1-20. doi: doi.org/10.1007/s10758-016-9276-x
      • Anderson-Pence, K., Moyer-Packenham, P.S, (2016). The influence of different virtual manipulative types on student-led techno-mathematical discourse. Journal of Computers in Mathematics and Science Teaching, 35:1, 5-31.
      • Moyer-Packenham, P.S, Bullock, E., Shumway, J., Tucker, S., Watts, C., Westenskow, A., Anderson-Pence, K., Maahs Fladung, C., Boyer-Thurgood, J., Gulkilik, H., Jordan, K.E, (2016). The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps.. Mathematics Education Research Journal, 28, 79-105. doi: doi: 10.1007/s13394-015-0161-z
      • Westenskow, A., Moyer-Packenham, P.S, (2016). Using an iceberg intervention model to understand equivalent fraction learning when students with mathematical learning difficulties use different manipulatives. International Journal for Technology in Mathematics Education, 23:2, 45-62.
      • Shumway, J., Moyer-Packenham, P.S, Baker, J., Westenskow, A., Anderson-Pence, K., Tucker, S., Boyer-Thurgood, J., Jordan, K.E, (2016). Using open-response fraction items to explore the relationship between instructional modalities and students’ solution strategies. International Journal of Education in Mathematics, Science and Technology, 4:2, 112-132. doi: 10.18404/ijemst.20845
      • Shumway, J., Westenskow, A., Moyer-Packenham, P.S, (2016). An exploratory study of a story problem assessment: Understanding children's number sense. International Journal for Mathematics Teaching and Learning, 17:3, online.
      • Shumway, J., Moyer-Packenham, P.S, Baker, J.M, Westenskow, A., Anderson-Pence, K.L, Tucker, S.I, Boyer-Thurgood, J., Jordan, K.E, (2016). Using open-response fraction items to explore the relationship between instructional modalities and students’ solution strategies. International Journal of Education in Mathematics, Science and Technology, 4:2, 112-132. doi: DOI:10.18404/ijemst.20845
      • Watts, C., Moyer-Packenham, P.S, Tucker, S., Bullock, E., Shumway, J., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., Jordan, K.E, (2016). An Examination of Children's Learning Progression Shifts While Using Touch-Screen Virtual Manipulative Mathematics Apps. Computers in Human Behavior, 64, 814-828.
      • Watts, C.M, Moyer-Packenham, P.S, Tucker, S.I, Bullock, E.P, Shumway, J., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., Jordan, K.E, (2016). An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. Computers in Human Behavior, 64, 814-828. doi: http://dx.doi.org/10.1016/j.chb.2016.07.029
      • Westenskow, A., Boyer-Thurgood, J., Moyer-Packenham, P.S, (2015). A window into mathematical support: How parents’ perceptions change following observations of mathematics tutoring. Journal of Research in Childhood Education
      • Moyer-Packenham, P.S, Tucker, S., Westenskow, A., Symanzik, J., (2015). Examining patterns in second graders’ use of virtual manipulative mathematics apps through heatmap analysis. International Journal of Educational Studies in Mathematics, 2:2, 1-16.
      • Moyer-Packenham, P.S, Shumway, J., Bullock, E., Tucker, S., Anderson-Pence, K., Westenskow, A., Boyer-Thurgood, J., Maahs-Fladung, C., Symanzik, J., Mahamane, S., MacDonald, B., Jordan, K.E, (2015). Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. Journal of Computers in Mathematics and Science Teaching, 34:1, 41-69.
      • Westenskow, A., Moyer-Packenham, P.S, Anderson-Pence, K., Shumway, J.F, Jordan, K., , (2014). Cute Drawings? The disconnect between students' pictorial representations and their mathematics responses to fraction questions. International Journal for Research in Mathematics Education, 1:1, 81-105.
      • Moyer-Packenham, P.S, Baker, J., Westenskow, A., Anderson-Pence, K., Shumway, J.F, Jordan, K., , , , , (2014). Predictors of achievement when virtual manipulatives are used for mathematics instruction. Journal of Research in Mathematics Education, 3:2, 121-150.
      • Murray, G., Moyer-Packenham, P.S, (2014). Relationships between mathematics instructional schedule types and performance on the Algebra I criterion-referenced test.
      • Anderson-Pence, K., Moyer-Packenham, P.S, Westenskow, A., Shumway, J., Jordan, K.E, (2014). Relationships between visual static models and students’ written solutions to fraction tasks. International Journal for Mathematics Teaching and Learning, 15, 1-18.
      • Moyer-Packenham, P.S, Bolyard, J.J, Tucker, S., (2014). Second graders’ mathematical practices for solving fraction tasks. Investigations in Mathematics Learning, 7:1, 54-81.
      • Moyer-Packenham, P.S, Baker, J., Westenskow, A., Anderson, K., Shumway, J., Jordan, K.E, (2013). A study comparing virtual manipulatives with other instructional treatments in third- and fourth-grade classrooms. Journal of Education, 193:2, 25-39.
      • Moyer-Packenham, P.S, Salkind, G., Bolyard, J., Suh, J., (2013). Effective choices and practices: Knowledgeable and experienced teachers’ uses of manipulatives to teach mathematics. Online Journal of Education Research, 2:2, 18-33.
      • Moyer-Packenham, P.S, Westenskow, A., (2013). Effects of virtual manipulatives on student achievement and mathematics learning.. International Journal of Virtual and Personal Learning Environments, 4:3, 35-50.
      • Moyer-Packenham, P.S, Ulmer, L., Anderson, K., (2012). Examining pictorial models and virtual manipulatives for third-grade fraction instruction. Journal of Interactive Online Learning
      • Moyer-Packenham, P.S, Suh, J.M, (2012). Learning mathematics with technology: The influence of virtual manipulatives on different achievement groups.. Journal of Computers in Mathematics and Science Teaching, 31:1
      • Moyer-Packenham, P.S, Westenskow, A., (2012). Processes and pathways: How do mathematics and science partnerships measure and promote growth in teacher content knowledge? : School Science and Mathematics.
      • Brown, A.A, Westenskow, A., Moyer-Packenham, P.S, (2012). Teaching anxieties revealed: Pre-service elementary teachers’ reflections on their mathematics teaching experiences. Teaching Education, 23:4, 365-385.
      • Moyer-Packenham, P.S, Bolyard, J.J, Oh, H., Cerar, N.I, (2011). Common features of professional development activities for mathematics and science teachers: Professional Development in Education. , 1-19.
      • Alligood, K.T, Moyer-Packenham, P.S, Granfield, P.G, (2009). Research mathematicians’ participation in the MSP program: Journal of Educational Research & Policy Studies. 9/2, 23-42.
      • Bolyard, J.J, Moyer-Packenham, P.S, (2008). A review of the literature on mathematics and science teacher quality: Peabody Journal of Education. 83/4, 509-535.
      • Wong, K.K, Yin, R.K, Moyer-Packenham, P.S, Scherer, J., (2008). Introduction to the MSP-PE special issue on math and science partnership program: A first comprehensive evaluation: Peabody Journal of Education. 83/4, 479-485.
      • Kridler, P.G, Moyer-Packenham, P.S, (2008). Mathematics circles: A structured approach to problem solving: Mathematics Teaching in the Middle School. 14/4, 214-221.
      • Moyer-Packenham, P.S, Bolyard, J.J, Kitsantas, A., Oh, H., (2008). The assessment of mathematics and science teacher quality: Peabody Journal of Education. 83/4, 562-591.
      • Moyer-Packenham, P.S, Salkind, G., Bolyard, J.J, (2008). Virtual manipulatives used by K-8 teachers for mathematics instruction: Considering mathematical, cognitive, and pedagogical fidelity: Contemporary Issues in Technology and Teacher Education. 8/3
      • Suh, J., Moyer-Packenham, P.S, (2007). Developing students’ representational fluency using virtual and physical algebra balances: Journal of Computers in Mathematics and Science Teaching. 26/2, 155-173.
      • Staley, J.W, Moyer-Packenham, P.S, Sterling, D.R, (2006). A penny’s worth of principles and standards using scientific notation: Centroid. 32/2, 8-16.
      • Smith, L., Sterling, D.R, Moyer-Packenham, P.S, (2006). Activities that really measure up: Science and Children. 44/2, 30-33.
      • Moyer-Packenham, P.S, Dockery, K., Jamieson, S., Ross, J., (2006). Code RED (remediation and enrichment days): The complex journey of a school and university partnership’s process to increase mathematics achievement: Action in Teacher Education. 28/4, 75-91.
      • Moyer-Packenham, P.S, Husman, J., (2006). Integrating coursework and field placements: The impact on preservice elementary mathematics teachers’ connections to teaching: Teacher Education Quarterly. 33/1, 37-56.
      • Moyer-Packenham, P.S, Bolyard, J.J, Oh, H., Kridler, P., Salkind, G., (2006). Representations of teacher quality, quantity, and diversity in a national mathematics and science program: Journal of Educational Research & Policy Studies. 6/2, 1-40.
      • Suh, J., Moyer-Packenham, P.S, Heo, H.J, (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulative concept tutorials: The Journal of Interactive Online Learning. 3/4, 1-22.
      • Moyer-Packenham, P.S, Niezgoda, D.A, (2005). Hickory dickory dock: Navigating through data analysis: Teaching Children Mathematics. 11/6, 292-300.
      • Staley, J., Moyer-Packenham, P.S, Lynch, M.C, (2005). Technology supported mathematics Environments: Telecollaboration in a secondary statistics classroom: The Australian Mathematics Teacher. 61/4, 28-32.
      • Reimer, K., Moyer-Packenham, P.S, (2005). Third graders learn about fractions using virtual manipulatives: A classroom study: Journal of Computers in Mathematics and Science Teaching. 24/1, 5-25.
      • Moyer-Packenham, P.S, (2005). Using virtual manipulatives to investigate patterns and generate rules in algebra: Teaching Children Mathematics. 11/8, 437-444.
      • Moyer-Packenham, P.S, Jones, M.G, (2004). Controlling choice: Teachers, students, and manipulatives in mathematics classrooms: School Science and Mathematics. 104/1, 16-31.
      • Moyer-Packenham, P.S, (2004). Five questions principals should ask about their math programs: Principal. 84/2, 12-18.
      • Heo, H.J, Suh, J., Moyer-Packenham, P.S, (2004). Impacting student confidence: The effects of using virtual manipulatives and increasing fraction understanding: The Journal of Educational Research in Mathematics. 14/2, 207-219.
      • Moyer-Packenham, P.S, Mailley, E., (2004). Inchworm and a half: Developing fraction and measurement concepts using mathematical representations: Teaching Children Mathematics. 10/5, 244-252.
      • Sweda, J.R, Knotts, L.A, Moyer-Packenham, P.S, (2004). Mr. Greenthumb’s garden: Teaching Children Mathematics. 11/4, 217-225.
      • Kosbob, S., Moyer-Packenham, P.S, (2004). Picnicking with fractions: Teaching Children Mathematics. 10/7, 375-381.
      • Mailley, E., Moyer-Packenham, P.S, (2004). The mathematical candy store: Weight matters: Teaching Children Mathematics. 10/8, 388-393.
      • Moyer-Packenham, P.S, Bolyard, J.J, (2003). Classify and capture: Using Venn diagrams and tangrams to develop abilities in mathematical reasoning and proof: Mathematics Teaching in the Middle School. 8/6, 325-330.
      • Bolyard, J.J, Moyer-Packenham, P.S, (2003). Investigations in algebra with virtual manipulatives: ON-Math, Online Journal of School Mathematics. 2/2, 1-10.
      • Suh, J., Moyer-Packenham, P.S, Sterling, D.R, (2003). Junior architects: Designing your dream clubhouse using measurement and geometry: Teaching Children Mathematics. 10/3, 170-179.
      • Moyer-Packenham, P.S, Bolyard, J.J, (2002). Exploring representation in the middle grades: Investigations in geometry with virtual manipulatives: The Australian Mathematics Teacher. 58/1, 19-25.
      • Moyer-Packenham, P.S, Milewicz, E., (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews: Journal of Mathematics Teacher Education. 5/4, 293-315.
      • Moyer-Packenham, P.S, Bolyard, J.J, Spikell, M.A, (2002). Virtual manipulatives… Continuing the discussion: Teaching Children Mathematics. 9/3, 132-133, 162.
      • Moyer-Packenham, P.S, Bolyard , J.J, Spikell, M.A, (2002). What are virtual manipulatives? : Teaching Children Mathematics. 8/6, 372-377.
      • Moyer-Packenham, P.S, (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics: Educational Studies in Mathematics. 47/2, 175-197.
      • Moyer-Packenham, P.S, (2001). Making mathematics culturally relevant: Mathematics Teaching. 176, 3-5.
      • Moyer-Packenham, P.S, (2001). Patterns and symmetry: Reflections of cultural: Teaching Children Mathematics. 8/3, 140-144.
      • Moyer-Packenham, P.S, Hsai, W.S, (2001). The archaeological dig site: Using geometry to reconstruct the past: Mathematics Teacher. 94/3, 193-199, 206-207.
      • Moyer-Packenham, P.S, (2001). Using representations to explore perimeter and area: Teaching Children Mathematics. 8/1, 52-59.
      • Moyer-Packenham, P.S, (2000). A remainder of one: Exploring partitive division: Teaching Children Mathematics. 6/8, 517-521.
      • Moyer-Packenham, P.S, (2000). Communicating mathematically: Children’s literature as a natural connection: The Reading Teacher. 54/3, 246-255.
      • Satterwhite, T., Moyer-Packenham, P.S, (2000). Home reading experiences of second-grade students: Family-school connections: The Journal of Early Education and Family Review. 7/5, 16-28.
      • Moyer-Packenham, P.S, (2000). Teaching mathematics with technology: Reflecting on our progress and looking ahead: Centroid. 27/1, 32-36.
      • Moyer-Packenham, P.S, Husman, J., (2000). The development of autonomy orientations as a part of teacher development: What’s experience got to do with it?: Journal of Research and Development in Education. 34/1, 40-48.
      • Professional Journal

      • Tucker, S., Moyer-Packenham, P.S, Shumway, J., Jordan, K.E, (2016). Zooming in on student’s thinking: How a number line app revealed, concealed, and developed students' number understanding. Australian Primary Mathematics Classroom, 21:1, 23-28.
      • Bolyard, J.J, Moyer-Packenham, P.S, (2012). Making sense of integer arithmetic: The effect of using virtual manipulatives on students’ representational fluency. Journal of Computers in Mathematics and Science Teaching

      * Has not been peer reviewed

      Publications - Literary Journal

        * Has not been peer reviewed

        Publications - MultiMedia

          Web

        • Moyer-Packenham, P.S, (2016). Strategies teachers can use for different types of virtual manipulative environments to promote mathematics learning. *

        * Has not been peer reviewed

        Publications - Technical Reports

          Research Reports

        • Moyer-Packenham, P.S, Shumway, J., Bullock, E., Anderson-Pence, K., Tucker, S., Westenskow, A., Boyer-Thurgood, J., Gulkilik, H., Watts, C., Jordan, K.E, (2016). Using virtual manipulatives on iPads: How app alignment promotes young children’s mathematics learning. ICME Conference
        • Anderson-Pence, K., Moyer-Packenham, P.S, (2015). Using virtual manipulatives to enhance collaborative discourse in mathematics instruction. Paper presented at the annual meeting of the American Educational Research Association (AERA)
        • Anderson-Pence, K., Moyer-Packenham, P.S, (2015). Using virtual manipulatives to generalize and justify through discourse. National Council of Teachers of Mathematics Research Conference
        • Moyer-Packenham, P.S, Shumway, J., Bullock, E., Tucker, S., Anderson-Pence, K., Westenskow, A., Boyer-Thurgood, J., Maahs Fladung, C., Symanzik, J., MacDonald, B., Jordan, K.E, (2014). Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. National Council of Teachers of Mathematics Research Conference
        • Moyer-Packenham, P.S, Jordan, K.E, Baker, J., Westenskow, A., Rodzon, K., Anderson-Pence, K., Shumway, J., (2013). Hidden Predictors of Achievement: The Equalizing Effect of Virtual Manipulatives for Mathematics Instruction. American Educational Research Association (AERA)

        * Has not been peer reviewed

        Publications - Translations & Transcripts

          Publications - Other

            Newsletter

          • Moyer-Packenham, P.S, (2016). Fall 2016: Mathematics Education and Leadership Newsletter. *
          • Moyer-Packenham, P.S, (2016). Spring 2016: Mathematics Education and Leadership Newsletter. *
          • Moyer-Packenham, P.S, (2015). Fall 2015: Mathematics Education and Leadership Newsletter. *
          • Moyer-Packenham, P.S, (2015). Spring 2015: Mathematics Education and Leadership Newsletter. *
          • Moyer-Packenham, P.S, (2014). Fall 2014: Mathematics education and leadership newsletter. *
          • Moyer-Packenham, P.S, (2014). Spring 2014: Mathematics education and leadership newsletter. *
          • Moyer-Packenham, P.S, (2013). Fall 2013: Mathematics education and leadership newsletter. *
          • Moyer-Packenham, P.S, (2013). Spring 2013: Mathematics education and leadership newsletter. *
          • Moyer-Packenham, P.S, (2012). Fall 2012: Mathematics education and leadership newsletter. *
          • Moyer-Packenham, P.S, (2012). Spring 2012: Mathematics education and leadership newsletter. *
          • Moyer-Packenham, P.S, (2011). Fall 2011: Mathematics education and leadership newsletter. *

          * Has not been peer reviewed

          Scheduled Teaching

          TEAL 7551 - Mathematics Education Research Foundations, Spring 2017

          TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2016

          TEAL 7554 - Mathematics Education Teacher Preparation and Pedagogy, Spring 2016

          TEAL 7554 - TEAL 7554: Mathematics Education Teacher Preparation and Pedagogy, Spring 2016

          On Sabbatical, Fall 2015

          On Sabbatical, Spring 2015

          TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2014

          TEAL 6300 - Workshop in Mathematics Education, Fall 2013

          TEAL 7552 - Mathematics Education Learning Theory, Summer 2013

          TEAL 7551 - Mathematics Education Research Foundations, Spring 2013

          TEAL 7551 Mathematics Education Research Foundations, Spring 2013

          TEAL 7556 - Mathematics Education Research Design and Assessment, Fall 2012

          TEAL 7554 Mathematics Education Teacher Preparation and Pedagogy , Spring 2012

          TEAL 7553 Mathematics Education Curriculum and Evaluation , Fall 2011

          TEAL 7552 Mathematics Education Learning Theory , Summer 2011

          TEAL 7551 Mathematics Education Research Foundations , Spring 2011

          Teal 7810: Mathematics Education Current Issues and Policy, Summer 2010

          ELED 4060 Elementary Mathematics Methods, Fall 2009

          ELED 4060 Elementary Mathematics Methods, Spring 2009

          ELED 4060 Elementary Mathematics Methods, Fall 2008


          Graduate Students Mentored

          Allison Roxburgh, August 2017
          Kent Hoffman,
          Angela Frabasilio, School of Teacher Education & Leadership
          Jenny Nehring, School of Teacher Education & Leadership
          Jet Warr, School of Teacher Education & Leadership
          Michael Leitch, School of Teacher Education & Leadership
          Rachel Reeder, School of Teacher Education & Leadership
          Thomas Mgonja, School of Teacher Education & Leadership
          Trent Fawcett, School of Teacher Education & Leadership
          Kristy Litster,
          Jennifer Throndsen, August 2014
          Christina Watts,
          Kami Dupree,
          Melanie Arp, School of Teacher Education & Leadership
          Samuel Gedeborg,
          Vicki Lyons,
          Andrew Glaze,
          Don Busenbark,
          Emma Bullock, School of Teacher Education & Leadership 2017
          Scott Smith, Instructional Technology and Learning Sciences 2016
          Jennifer Boyer-Thurgood, School of Teacher Education & Leadership 2016
          Jessica Shumway, School of Teacher Education & Leadership 2016
          Janiece Edgington, 2015
          Stephen Tucker, School of Teacher Education & Leadership 2015
          Katie Anderson-Pence, 2014
          Jodi Mantilla, 2013
          Kathryn VanWagoner, 2013
          Ron Twitchell, School of Teacher Education & Leadership 2013
          Sheryl Rushton, School of Teacher Education & Leadership 2013
          Sonnet Gravina, 2013
          Arla Westenskow, School of Teacher Education & Leadership 2012
          Greg Murray, 2012
          John Staley, 2006
          Johnna Bolyard, School of Teacher Education & Leadership 2006
          Lynn Salvo, 2006
          Jenifer Suh, 2005