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Jessica Shumway PhD

Profile Picture

School of Teacher Education & Leadership

Assistant Professor, Mathematics Education and Leadership

Assistant Professor

Contact Information

Office Location: EDUC 397
DialPhone: 435-797-2501
SendEmail: jessica.shumway@usu.edu


Educational Background

PhD, Curriculum & Instruction, (Mathematics Education and Leadership), Utah State University, 2016
A Counting-Focused Instructional Treatment for Developing Number System Knowledge in Second Grade: A Mixed Methods Study on Children’s Number Sense
Med, Elementary Education, The George Washington University, 2003
BA, International Affairs, (Minor: Spanish Language and Literature), The George Washington University, 2002

Biography

Jessica Shumway is an assistant professor of mathematics education at Utah State University. Dr. Shumway’s research on understanding and improving early childhood mathematics education is published in journals such as International Journal for Mathematics Teaching and Learning and Teaching Children Mathematics. Her recent projects examine effective and equitable instructional practices that provide students opportunities to develop number sense.


Teaching Interests

Elementary Mathematics Methods

Research Interests

Number Sense Children's development of number sense Instructional practices for promoting number sense

Publications - Abstracts

    Publications - Books & Book Chapters

      Books

    • Shumway, J., (2018). Number sense routines: Building mathematical understanding every day in grades 3-5. Stenhouse Publishers

    * Has not been peer reviewed

    Publications - Fact Sheets

      * Has not been peer reviewed

      Publications - Curriculum

      * Has not been peer reviewed

      Publications - Journal Articles

        Academic Journal

      • Shumway, J., Moyer-Packenham, P., (2019). A counting-focused instructional treatment to improve number sense: An exploratory classroom-based intervention study. The Mathematics Enthusiast, 16:1, Article 14.
      • Shumway, J., Jordan, K.E, (2018). Synechistically using test scores and interviews to understand students' computational fluency. International Journal for Mathematics Teaching and Learning, 2, 159-175.
      • Bullock, E., Shumway, J., Watts, C., Moyer-Packenham, P., (2017). Affordance access matters: Preschool children's learning progressions while interacting with touch-screen mathematics apps. Technology, Knowledge, and Learning, 1-27.
      • 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.
      • Shumway, J., Moyer-Packenham, P., 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.M, Moyer-Packenham, P., 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
      • Professional Journal

      • Shumway, J., Pace, L., (2017). Preschool problem solvers: CGI promotes mathematical reasoning. Teaching Children Mathematics, 24:2, 23-34.

      * Has not been peer reviewed

      Publications - Literary Journal

        * Has not been peer reviewed

        Publications - MultiMedia

          * Has not been peer reviewed

          Publications - Technical Reports

            * Has not been peer reviewed

            Publications - Translations & Transcripts

              Publications - Other

                * Has not been peer reviewed

                Scheduled Teaching

                ELED 4062 - Teaching Elementary School Mathematics II: Number, Operations, and Algebraic Reasoning, Fall 2018

                ELED 4062 - Teaching Elementary School Mathematics II: Number, Operations, and Algebraic Reasoning, Fall 2018

                ELED 4061 - Teaching Elementary School Mathematics I: Rational Numbers, Operations, and Proportional Reasoning, Spring 2018

                ELED 4062 - Teaching Elementary School Mathematics II: Number, Operations, and Algebraic Reasoning, Spring 2018

                TEAL 7553 - Mathematics Education Curriculum Content and Evaluation, Fall 2017

                ELED 4062 - Teaching Elementary School Mathematics II: Number, Operations, and Algebraic Reasoning, Fall 2017

                ELED 4062 - Teaching Elementary School Mathematics II: Number, Operations, and Algebraic Reasoning, Spring 2017

                ELED 4062 - Teaching Elementary School Mathematics II: Number, Operations, and Algebraic Reasoning, Spring 2017

                ELED 4060 - Teaching Mathematics and Practicum Level III, Fall 2016

                ELED 4060 - Teaching Mathematics and Practicum Level III, Spring 2016


                Graduate Students Mentored

                Amy Kinder, School of Teacher Education & Leadership, September 2018
                Danielle Divis, School of Teacher Education & Leadership, September 2018
                Fredrick Franklin, School of Teacher Education & Leadership, September 2018
                Jet Warr, School of Teacher Education & Leadership, February 2018
                Rachel Reeder, School of Teacher Education & Leadership