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Patricia Moyer-Packenham

Patricia Moyer-Packenham
Professor, Mathematics Education
PhD, University of North Carolina at Chapel Hill
Location:  ED 394
Office Phone:  435-797-0394
Fax:  435-797-0372
School of Teacher Education and Leadership
2805 Old Main Hill
Utah State University
Logan, UT 84322-28058
Curriculum Vitae

Patricia Moyer-Packenham is a Professor of Mathematics Education, specializing in school mathematics for grades K-8. She received her PhD from the University of North Carolina at Chapel Hill in 1997 with an emphasis on mathematics education. She received her Masters in Education in 1988 from Millersville University of Pennsylvania and her Bachelor of Science in K-8 Education from the Pennsylvania State University in 1983. Dr. Moyer-Packenham was an elementary and middle school classroom teacher for 10 years in Pennsylvania before moving into higher education. 

Dr. Moyer-Packenham's research focuses on uses of mathematics representations and tools (including virtual, physical, pictorial, and symbolic) and teacher development in mathematics. She has over 60 publications, including a book titled What Principals Need to Know about Teaching Mathematics, numerous journal articles on manipulatives and virtual manipulatives, book chapters, refereed proceedings, and contributions to mathematics methods textbooks. She is currently working on the development of a book titled Teaching K-8 Mathematics with Virtual Manipulatives.

Moyer-Packenham serves as a Co-Principal Investigator on the 5-year NSF-Funded Math and Science Partnership Program Evaluation (MSP-PE) with a total budget of $14.7 million dollars (with Co-PIs, Robert Yin & Darnella Davis, COSMOS Corp., and Kenneth Wong, Brown University). Her primary leadership and research inquiries on this project focus on examining teacher quality, quantity and diversity in mathematics and science programs. In addition to her research activity on the MSP-PE project, she has participated in national assessment projects as a consultant for Horizon Research, Inc. on studies including Inside the Classroom Project (funded by NSF), TE-MAT Teacher Materials Database Project (funded by NSF), and the Mozaic Project (funded by the Rand Corporation). Moyer-Packenham has been the Principal Investigator for eight mathematics teacher professional development grants.

 

Selected Publications

Books
Shellard, Elizabeth, & Moyer, Patricia S. (2002). What principals need to know about teaching mathematics. Alexandria, VA: National Association of Elementary School Principals/Educational Research Services.
 
Journal Articles (Refereed)

Bolyard, J. J., & Moyer-Packenham, P. S. (in press). A review of the literature on mathematics and science teacher quality. Peabody Journal of Education.

Moyer, P. S., Bolyard, J. J., Kitsantas, A., & Oh, H. (in press). The assessment of mathematics and science teacher quality. Peabody Journal of Education.

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). Available: http://www.citejournal.org/vol8/iss3/mathematics/article1.cfm

Suh, J., & Moyer, 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.

Moyer, 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., 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.

Moyer-Packenham, P. S. (2005). Using virtual manipulatives to investigate patterns and generate rules in algebra. Teaching Children Mathematics, 11(8), 437-444.

Reimer, K., & Moyer, 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.

Suh, J., Moyer, 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, P. S., Bolyard, J., J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching Children Mathematics, 8(6), 372-377. (online - http://my.nctm.org/eresources/view_media.asp?article_id=1902)

Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47(2), 175-197.

Book Chapters (Refereed & Invited)

Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children’s use of virtual manipulatives and other forms of mathematical representations. In W. J. Masalski & P.C. Elliott (Eds.), Technology-supported mathematics learning environments: Sixty-seventh yearbook (pp. 17-34). Reston, VA: NCTM.

Conference Proceedings (Refereed)

Moyer, P. S., Salkind, G., Bolyard, J. J. (2007). Teachers’ uses of virtual manipulatives in K-8 mathematics lessons. In T. Lamberg, & L. R. Wiest (Eds.), Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education  (PME-NA) (pp. 1188-1190).

Suh, J. M., & Moyer-Packenham, P. S. (2007). The application of dual coding theory in multi-representational virtual mathematics environments. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 4, pp. 209-216).

Bolyard, J., & Moyer-Packenham, P. (2006). The impact of virtual manipulatives on student achievement in integer addition and subtraction. In S. Alatorre, J. L. Cortina, M. Saiz, & A. Mendez (Eds.). Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 879-881). http://www.pmena.org/2006/cd/index.htm


 
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