This project is documenting how students with learning disabilities (LD) access and advance their conceptual understanding of fractions. Rather than focusing on the knowledge students do not have, this work is focused on uncovering students' informal knowledge that can bridge to fractions and how instruction can be used to promote conceptual change.

**Publications:**

Hunt. J.H. & Ainslie, J. (accepted). *Designing effective math interventions: An educator’s guide to learner-driven instruction.* New York, NY: Routledge.

Tzur, R. & Hunt. J.H. & (in press). Fractional reasoning. In Y. Xin, H. Thouless, & R. Tzur (Eds). *Enabling learning of struggling students. *New York, NY: Springer.

Hunt. J.H. & Tzur, R. (in press). Connecting theory to concept building. In Y. Xin, H. Thouless, & R. Tzur (Eds). *Enabling learning of struggling students.* New York, NY: Springer.

Tzur, R. & Hunt. J.H. (in press). A theory-backed framework for knowing and learning. In Y. Xin, H. Thouless, & R. Tzur (Eds). *Enabling learning of struggling students*. New York, NY: Springer.

Hunt. J.H. & Lewis, K. (in press). Extending students’ knowledge of fractions as relational quantities: Teaching for understanding. In D.P. Bryant (Ed.), *Intensifying mathematics interventions for students who struggle learning mathematics. *New York, N.Y.: The Guilford Press.

Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J., Patterson, B., & Welch-Ptak, J. (2020). Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning. *Learning Disability Quarterly*, 0731948720963589.

Hunt, J., & Stein, M. K. (2020). Constructing Goals for Student Learning through Conversation. *Mathematics Teacher: Learning and Teaching PK-12*, *113*(11), 904-909.

Hunt, J. H. & Silva, J. (Accepted for publication). Emma's negotiation of number: Implicit intensive intervention. *Journal for Research in Mathematics Education.*

Hunt, J. H., MacDonald, B. L., & Silva, J. (Revisions). *Thinking, tricks, or teaching: Gina's mathematical reality*.

Hunt, J. H., Silva, J., & Welch-Ptak, J. (2018). Changing the goal: Reasoning and sense making in children's small environments. Manuscript submitted for publication.

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.

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.

Lynch, S., Hunt, J. H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. *Mathematics Teaching in the Middle School*, *24*(4), 194–201.

Hunt, J. H. & Tzur, R. (2017). Where is difference? Processes of mathematical remediation through a constructivist lens. *Journal of Mathematical Behavior*, *48*, 62–76.

Hunt, J. H., *Welch-Ptak, J., & *Silva, J. (2016). Initial understandings of fraction concepts evidenced by students with learning disabilities and difficulties: A framework. *Learning Disabilities Quarterly, 39*(4), 213–225.** **

**Recent Presentations:**

Hunt, J. H. & Silva, J. (2019, April). *Emma's numbers: Whose knowledge is valued? What knowledge is valued?* Paper presented at the American Educational Research Association, Toronto, Ontario, Canada.

Hunt, J. & Wilson, J. (2019, April). M*arginalized within a marginalized community: Supporting meaning making. *Paper presented at the American Educational Research Association, Toronto, Ontario, Canada.

Hunt, J., MacDonald, B., Lambert, R., & Silva, J. (2019, April).* Think-pair-show-share: UDL and talk moves. *Presented at the annual meeting of the National Council of Teachers of Mathematics, San Diego, CA.

Hunt, J. H., et al. (November 2018). *Complex conceptions of fractions: Negotiating meaning in the small environment. *Presented at the Regional meeting of the National Council of Teachers of Mathematics, Kansas City, MO.