scholarly contributions
Journal Articles (Refereed)
Litster, K., Lommatsch, C. W., Novak, J. R., Moyer-Packenham, P. S., Ashby, J. M., Roxburgh, A. L., & Bullock, E.P. (2020). The role of gender on the associations among children's attitudes, mathematics knowledge, digital game use, perceptions of affordances, and achievement. International Journal of Science and Mathematics Education, 1-20. https://doi.org/10.1007/s10763-020-10111-8
Lommatsch, C. W. & Moyer-Packenham, P.S. (2019). Learning logic: Examining the effects of context ordering on reasoning about conditionals. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2019.1626502
Moyer-Packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E. K., Roxburgh, A. L., ... & Clarke-Midura, J. (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316-332. https://doi.org/10.1016/j.chb.2018.09.036
Lommatsch, C. W. (2017). Calculus in your career: Putting the “relate” back in related rates. Mathematics Teacher, 111(2), 112-118. www.jstor.org/stable/10.5951/mathteacher.111.2.0112
Tucker, S.I., Lommatsch, C. W., Moyer-Packenham, P.S., Anderson-Pence, K.L., & Symanzik, J. (2017). Kindergarten children’s interactions with touchscreen mathematics virtual manipulatives: An innovative mixed methods analysis. International Journal of Research in Education and Science, 3(2), 646-665. doi.org/10.21890/ijres.328097
Bullock, E. P., Shumway, J. F., Watts, C. M., & Moyer-Packenham, P. S. (2017). Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps. Technology, Knowledge and Learning, 22, 485-511. doi.org/10.1007/s10758-017-9312-5
Watts, C. M., Moyer-Packenham, P. S., Tucker, S. I., Bullock, E. P., Shumway, J. F., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., & Jordan, K. (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.org/10.1016/j.chb.2016.07.029
Moyer-Packenham, P. S., Bullock, E. K., Shumway, J. F., Tucker, S. I., Watts, C. M., Westenskow, A., Anderson-Pence, K. L., Maahs-Fladung, C., Boyer-Thurgood, J., Gulkilik, H., & Jordan, K. (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(1), 79–105. doi.org/10.1007/s13394-015-0161-z
Callow-Heusser, C. A., Bagley, J., & Watts, C. M. (2015). Why should students know basic math facts? Because multiplication fact skills predict grades in college math courses. Utah Mathematics Teacher, 8, 56-60. Utah Mathematics Teacher Fall/Winter
Watts, C. M., Cao, J., Panza, C., Dugaw, C., Colwell, M., & Burroughs, E. A. (2012). Modeling the effects of predator exclosures on a Western Snowy Plover population. Natural Resource Modeling, 25(3), 529-547. doi.org/10.1111/j.1939-7445.2012.00131.x
Book Chapters (Refereed)
Lommatsch, C. W., Tucker, S. I., Moyer-Packenham, P. S., Symanzik, J. (2018). Heatmap and Hierarchical Clustering Analysis to Highlight Changes in Young Children’s Developmental Progressions Using Virtual Manipulative Mathematics Apps. In N. Calder, K. Larkin, & N. Sinclair (Eds.). Using mobile technologies in the teaching and learning of mathematics. Mathematics Education in the Digital Era, 167-187. Springer. doi.org/10.1007/978-3-319-90179-4_10
Conference Proceedings (Refereed)
Moyer-Packenham, P., Lommatsch, C., Litster, K., Ashby, M. J., & Roxburgh, A. (2018, March). The Role of Design Features in the Affordances of Digital Math Games. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 465-473). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/182566/
Moyer-Packenham, P., Litster, K., Lommatsch, C., Ashby, M.J., & Roxburgh, A. (2018, March). Mediators of Learning in Game-Based Mathematics Apps. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 458-464). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/182565/
Bullock, E. P., Moyer-Packenham, P. S., Shumway, J. F., Watts, C., & MacDonald, B. (2015, March). Effective teaching with technology: Managing affordances in iPad apps to promote young children’s mathematics learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 2357-2364), Las Vegas, Nevada. www.learntechlib.org/p/150367
Litster, K., Lommatsch, C. W., Novak, J. R., Moyer-Packenham, P. S., Ashby, J. M., Roxburgh, A. L., & Bullock, E.P. (2020). The role of gender on the associations among children's attitudes, mathematics knowledge, digital game use, perceptions of affordances, and achievement. International Journal of Science and Mathematics Education, 1-20. https://doi.org/10.1007/s10763-020-10111-8
Lommatsch, C. W. & Moyer-Packenham, P.S. (2019). Learning logic: Examining the effects of context ordering on reasoning about conditionals. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2019.1626502
Moyer-Packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E. K., Roxburgh, A. L., ... & Clarke-Midura, J. (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316-332. https://doi.org/10.1016/j.chb.2018.09.036
Lommatsch, C. W. (2017). Calculus in your career: Putting the “relate” back in related rates. Mathematics Teacher, 111(2), 112-118. www.jstor.org/stable/10.5951/mathteacher.111.2.0112
Tucker, S.I., Lommatsch, C. W., Moyer-Packenham, P.S., Anderson-Pence, K.L., & Symanzik, J. (2017). Kindergarten children’s interactions with touchscreen mathematics virtual manipulatives: An innovative mixed methods analysis. International Journal of Research in Education and Science, 3(2), 646-665. doi.org/10.21890/ijres.328097
Bullock, E. P., Shumway, J. F., Watts, C. M., & Moyer-Packenham, P. S. (2017). Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps. Technology, Knowledge and Learning, 22, 485-511. doi.org/10.1007/s10758-017-9312-5
Watts, C. M., Moyer-Packenham, P. S., Tucker, S. I., Bullock, E. P., Shumway, J. F., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., & Jordan, K. (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.org/10.1016/j.chb.2016.07.029
Moyer-Packenham, P. S., Bullock, E. K., Shumway, J. F., Tucker, S. I., Watts, C. M., Westenskow, A., Anderson-Pence, K. L., Maahs-Fladung, C., Boyer-Thurgood, J., Gulkilik, H., & Jordan, K. (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(1), 79–105. doi.org/10.1007/s13394-015-0161-z
Callow-Heusser, C. A., Bagley, J., & Watts, C. M. (2015). Why should students know basic math facts? Because multiplication fact skills predict grades in college math courses. Utah Mathematics Teacher, 8, 56-60. Utah Mathematics Teacher Fall/Winter
Watts, C. M., Cao, J., Panza, C., Dugaw, C., Colwell, M., & Burroughs, E. A. (2012). Modeling the effects of predator exclosures on a Western Snowy Plover population. Natural Resource Modeling, 25(3), 529-547. doi.org/10.1111/j.1939-7445.2012.00131.x
Book Chapters (Refereed)
Lommatsch, C. W., Tucker, S. I., Moyer-Packenham, P. S., Symanzik, J. (2018). Heatmap and Hierarchical Clustering Analysis to Highlight Changes in Young Children’s Developmental Progressions Using Virtual Manipulative Mathematics Apps. In N. Calder, K. Larkin, & N. Sinclair (Eds.). Using mobile technologies in the teaching and learning of mathematics. Mathematics Education in the Digital Era, 167-187. Springer. doi.org/10.1007/978-3-319-90179-4_10
Conference Proceedings (Refereed)
Moyer-Packenham, P., Lommatsch, C., Litster, K., Ashby, M. J., & Roxburgh, A. (2018, March). The Role of Design Features in the Affordances of Digital Math Games. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 465-473). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/182566/
Moyer-Packenham, P., Litster, K., Lommatsch, C., Ashby, M.J., & Roxburgh, A. (2018, March). Mediators of Learning in Game-Based Mathematics Apps. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 458-464). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/182565/
Bullock, E. P., Moyer-Packenham, P. S., Shumway, J. F., Watts, C., & MacDonald, B. (2015, March). Effective teaching with technology: Managing affordances in iPad apps to promote young children’s mathematics learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 2357-2364), Las Vegas, Nevada. www.learntechlib.org/p/150367