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Patricia Moyer-Packenham


  • Higher Ed: Education 


Patricia Moyer-Packenham is Professor and Director of the Mathematics Education and Leadership Programs, 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 in 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 manipulatives (including virtual, physical, pictorial, and symbolic) and teacher development in mathematics. She has over 80 publications, including two books titled Teaching K-8 Mathematics with Virtual Manipulatives and What Principals Need to Know about Teaching Mathematics. Her numerous journal articles focus on teachers and students uses of manipulatives and virtual manipulatives.
Moyer-Packenham has been the Principal Investigator of over $16 million dolars in total career grant funding, including serving as a Co-PI on the NSF-Funded Math and Science Partnership Program Evaluation (MSP-PE) with PI Robert Yin of COSMOS Corp. Moyer-Packenhams leadership and research inquiries on this project focused 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 been the Principal Investigator for numerous mathematics teacher professional development grants and served as a consultant for Horizon Research, Inc. on national research 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).


manipulatives, virtual manipulatives, mathematical representations 


1. Moyer-Packenham, P. S., Shumway, J. F., Bullock, E., Tucker, S. I., Anderson-Pence, K. L., Westenskow, A., Boyer-Thurgood, J., Maahs-Fladung, C., Symanzik, J., Mahamane, S., MacDonald, B., & Jordan, K., The Virtual Manipulatives Research Group at Utah State University. (in press, accepted 2014). Young childrens learning performance and efficiency when using virtual manipulative mathematics iPad apps. Journal of Computers in Mathematics and Science Teaching.

2. Westenskow, A., Boyer-Thurgood, J., & Moyer-Packenham, P. S. (in press, accepted 2013). A window into mathematical support: How parents perceptions change following observations of mathematics tutoring. Journal of Research in Childhood Education.

3. Anderson-Pence, K. L., Moyer-Packenham, P. S., Westenskow, A., Shumway, J., & Jordan, K. (2014). Relationships between visual static models and students written solutions to fraction tasks. International Journal for Mathematics Teaching and Learning, 15, 1-18.

4. Moyer-Packenham, P. S., Baker, J., Westenskow, A., Anderson-Pence, K., Shumway, J. F., & Jordan, K. E. (2014). Predictors of achievement when virtual manipulatives are used for mathematics instruction. Journal of Research in Mathematics Education (REDIMAT), 3(2), 121-150. Doi:10.4471/redimat.2014.46

5. 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.

6. Murray, G. V., & Moyer-Packenham, P. S. (2014). Relationships between mathematics instructional schedule types and performance on the Algebra I criterion-referenced test. Journal of Education, 194(2), 35-43.

7. Westenskow, A., Moyer-Packenham, P. S., Anderson-Pence, K. L., 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.

8. 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. Best Paper Award: American Educational Research Association (AERA), Vancouver, Canada (2012). Featured on mathematics education podcast:
Podcast stats: downloads = 322; streaming video = 30 (4.27.2014)

9. Moyer-Packenham, P., Baker, J., Westenskow, A., Anderson, K., Shumway, J., Rodzon, K., & Jordan, K., The Virtual Manipulatives Research Group at Utah State University. (2013). A study comparing virtual manipulatives with other instructional treatments in third- and fourth-grade classrooms. Journal of Education, 193(2), 25-39. Featured Article: Special Issue on Technology in Education.

10. Moyer-Packenham, P. S., Salkind, G. W., Bolyard, J., & Suh, J. M. (2013). Effective choices and practices: Knowledgeable and experienced teachers uses of manipulatives to teach mathematics. Online Journal of Education Research, 2(2), 18-33. (Online:

11. Brown, A., Westenskow, A., & Moyer-Packenham, P. (2012). Teaching anxieties revealed: Pre-service elementary teachers reflections on their mathematics teaching experiences. Teaching Education, 23(4), 365-385.

12. Bolyard, 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, 31(2), 93-113.

13. 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), 39-59.

14. Moyer-Packenham, P. S., Ulmer, L. A., & Anderson, K. L. (2012). Examining pictorial models and virtual manipulatives for third-grade fraction instruction. Journal of Interactive Online Learning, 11(3), 103-120.

15. 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, 112(3), 133-146.