Special Education

Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

Mathematics
Classroom Practice
Equity
Pedagogy
Special Education
Elementary

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process.

Access Link: 
https://journals.sagepub.com/doi/pdf/10.1177/0731948720963589?casa_token=sPj8XuB...
Author/Presenter: 
Jessica H. Hunt
Kristi Martin
Andy Khounmeuang
Juanita Silva
Blain Patterson
Jasmine Welch-Ptak
Lead Organization(s): 
North Carolina State University (NCSU)
Year: 
2020
Short Description: 

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Mathematics
Broadening Participation
Cognitive Science
Learning Progression
Special Education
Elementary

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Access Link: 
https://www.sciencedirect.com/science/article/pii/S0732312318301299
Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Lead Organization(s): 
North Carolina State University (NCSU)
Year: 
2019
Short Description: 

This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

A Handbook and Tool for Uncovering Children’s Conceptions of Fractions

Mathematics
Assessment
Broadening Participation
Special Education
Elementary
Middle

Understand students’ fraction concepts through interview tasks.  Includes tasks and guide to record student thinking.

Access Link: 
https://drive.google.com/file/d/1iaZyzyuYMZF6swk-_2C1DdJ6lvaPt4dz/view
Author/Presenter: 
Jessica Hunt
Year: 
2015
Short Description: 

Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.

Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties

Mathematics
Assessment
Broadening Participation
Special Education
Elementary
Middle

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.

Access Link: 
https://journals.sagepub.com/doi/abs/10.1177/0731948716653101
Author/Presenter: 
Jessica H. Hunt
Jasmine J. Welch-Ptak
Juanita M. Silva
Lead Organization(s): 
North Carolina State University (NCSU)
Year: 
2016
Short Description: 

This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.

Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice

Mathematics
Broadening Participation
Special Education
Other

Lambert, R., Tan,  P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.

Access Link: 
https://www.tandfonline.com/doi/full/10.1080/19477503.2018.1463006
Author/Presenter: 
Rachel Lambert
Paulo Tan
Jessica Hunt
Amber G. Candela
Lead Organization(s): 
North Carolina State University (NCSU)
Year: 
2018
Short Description: 

This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.

Think-Pair-Show-Share to Increase Classroom Discourse

Mathematics
Broadening Participation
Pedagogy
Special Education
Universal Design
Elementary
Middle

Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.

Access Link: 
https://www.jstor.org/stable/10.5951/teacchilmath.25.2.0078?seq=1#page_scan_tab_...
Author/Presenter: 
Jessica H. Hunt
Beth MacDonald
Rachel Lambert
Trisha Sugita
Juanita Silva
Lead Organization(s): 
North Carolina State University (NCSU)
Year: 
2018
Short Description: 

The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Professional Development Approaches to Strengthen Collaboration among Educators with Different Roles to Improve Student Math Learning

ELL
Equity
Pedagogical Content Knowledge
Professional Development
Special Education
Teacher Practice
Elementary School
Middle School
STEM Categorization: 
Math
Day: 
Thu

Discuss the benefits and challenges of creating mathematics professional development that brings together educators with different roles to build knowledge, practices, and collaboration for teaching students with diverse needs.

Date/Time: 
9:30 am to 11:00 am
Presenters: 
Amy Brodesky
Mark Driscoll
Pam Buffington
Location: 
Tyler
Session Materials: 
PDF icon Slides

In order to broaden the participation of underrepresented student groups, such as students with disabilities and English Language Learners (ELL), mathematics professional development (PD) programs need to include educators with different areas of expertise, not just mathematics teachers. This session will focus on the benefits and challenges of creating effective PD programs that bring together educators with different roles to build knowledge, practices, and collaboration for improving the mathematics learning of all students.

Session Types: 
Concurrent Session

How to better understand the diverse mathematical thinking of learners

Cognitive Science
Mathematics
Special Education
Other
Elementary

In this article Jessica Hunt explores the use of clinical interviews to gain a deep understanding of students' knowledge. Examples of clinical interviews are provided and advice for planning, giving and interpreting the results of interviews is also included.

Hunt, J.H. (2015). How to better understand the diverse mathematical thinking of learners. Australian Primary Mathematics Classroom, 20(2), 15-21.

Access Link: 
http://connection.ebscohost.com/c/articles/108357842/how-better-understand-diver...
Author/Presenter: 
Jessica Hunt
Lead Organization(s): 
University of Texas, Austin
Year: 
2015

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Cognitive Science
Mathematics
Special Education
Other
Elementary

Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student’s problem-solving strategies. Despite qualitative differences in thinking and representation use in students with LD that may exist, existing frameworks of student’s strategies for solving fraction problems are not inclusive of students with LD.

Access Link: 
http://ldq.sagepub.com/content/38/4/208
Author/Presenter: 
Jessica Hunt
Susan Empson
Lead Organization(s): 
University of Texas, Austin
Year: 
2014
Resource(s): 
PDF icon Hunt Empson 2014 final LDQ copy.pdf

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