Patricia S. Moyer-Packenham
Ph.D., The University of North Carolina 
at Chapel Hill
Assistant Professor
Mathematics Education
 

Program Affiliations:

  • Early/Elementary Education 
  • Math/Science Education Leadership 
 GSE
e-mail:pmoyer@gmu.edu

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Recent Publications
Research Interests
Organizational Affiliations
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Profile:

Patricia S. Moyer-Packenham is an Assistant Professor of Mathematics Education in the Graduate School of Education. She teaches graduate mathematics courses in the Mathematics Education Leadership and Elementary Education programs. She received her Ph.D. in Curriculum and Instruction with a specialization in mathematics education from The University of North Carolina at Chapel Hill in 1998, her M.Ed. from Millersville University of Pennsylvania in 1988, and her B.S. from The Pennsylvania State University in 1983. Before coming to Mason she was an Assistant Professor of Mathematics Education at The University of Alabama and Assistant Coordinator of the MSEN PreCollege Program at The University of North Carolina at Chapel Hill. Prior to working in higher education, Dr. Moyer-Packenham was an elementary and middle school classroom teacher for 10 years in Pennsylvania.

Dr. Moyer-Packenham's research focuses on uses of mathematics representations (including concrete, pictorial, symbolic, and virtual), and teacher development in mathematics. Her publications include a book titled "What Principals Need to Know About Teaching Mathematics," journal articles, a book chapter, refereed proceedings, and contributions to mathematics methods textbooks. She has been the project director of many grants including seven Eisenhower professional development grants for middle grades mathematics teachers. 
 

Recent Publications:
  • Moyer, Patricia S., & Bolyard, Johnna J. (2002). Exploring representation in the middle grades: Investigations in geometry with virtual manipulatives. The Australian Mathematics Teacher, 58(1), 19-25.
  • Moyer, Patricia S., Bolyard, Johnna J., & Spikell, Mark A.  (2002).  What are virtual manipulatives?  Teaching Children Mathematics, 8(6), 372-377.
  • Moyer, Patricia S.  (2001).  Are we having fun yet?  How teachers use manipulatives to teach mathematics.  Educational Studies in Mathematics, 47(2), 175-197.
  • Moyer, Patricia S.  (2001).  Using representations to explore perimeter and area. Teaching Children Mathematics, 8(1), 52-59.
  • Moyer, Patricia S., Bolyard, Johnna J., & Spikell, Mark A. (2001).  Virtual manipulatives in the K-12 classroom.  In A. Rogerson (Ed.).  Proceedings of the International Conference on New Ideas in Mathematics Education (pp. 184-187).
  • Moyer, Patricia S., & Hsai, Wei-Shen.  (2001).  The archaeological dig site:  Using geometry to reconstruct the past.  Mathematics Teacher, 94(3), 193-199, 206-207.
  • Moyer, Patricia S. (2000). Communicating mathematically: Children's literature as a natural connection. The Reading Teacher, 54(3), 246-255. 
  • Moyer, Patricia S., & Husman, Jenefer. (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.
Research Interests:
  • Mathematics representations (including concrete, pictorial, symbolic, and virtual) 
  • Mathematics teacher development 
Organizational Affiliations:
  • American Educational Research Association (AERA) 
  • National Council of Teachers of Mathematics (NCTM)
  • North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) 

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