Case Studies
Case studies from the FAACT project.
Year:
2015
Short Description:
Case Studies from the FAACT project.
Special Education
A Handbook and Tool for Uncovering Children’s Conceptions of Fractions
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
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
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.
Lead Organization(s):
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
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.
Lead Organization(s):
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
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.
Lead Organization(s):
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
STEM Categorization:
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:
Location:
Session Materials:
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:
How to better understand the diverse mathematical thinking of learners
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.
Lead Organization(s):
Year:
2015
Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities
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:
Lead Organization(s):
Year:
2014
Resource(s):
CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities
Principal Investigator:
Click image to preview:
Target Audience:
Discipline / Topic:
Council for Exceptional Children
Submitted by Jessica Hunt on
Event Date:
Wed, 04/09/2014 (All day) to Sat, 04/12/2014 (All day)
Sponsoring Organization:
Associated Dates and Deadlines:
April 12, 2014
Building Conceptual Understanding of Unit Fractions for Students With Learning Disabilities, 8:00 AM
Event Type:
Discipline / Topic:
Pages
