CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

This project is studying and supporting the development of conceptual understanding of fractions by students with learning disabilities (LD).  Rather than focusing on whether students can or cannot develop conceptual understanding, the project is focused on uncovering the complex understanding students DO have.

Award Number: 
1708327
Funding Period: 
Tuesday, July 1, 2014 to Sunday, June 30, 2019
Project Evaluator: 
Dr. Mary Little
Full Description: 

Dr. Hunt, a former middle school and elementary school mathematics in inclusive settings in a state-demonstration STEM school, works with students deemed to be at risk for mathematics difficulties or labeled as having disabilities. Hunt contends that research and pedagogical practice for children with disabilities should begin from a respect for children's ways of knowing and learning. Rather than focusing on whether students can or cannot develop conceptual understanding, research should attempt to uncover the complex understanding students DO have. She argues that teaching based in learning theory that positions children's learning as adaptation advances reasoning, sense-making, and co-construction of meaning.

The goal of Hunt's project- "CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT)"-  is to study and support the development of conceptual understanding of fractions by students with learning disabilities (LD).  Dr. Hunt is re-conceptualizing intensive intervention as children's knowing and learning in "Small Environments". This approach suggests a redirect of research and instructional practice in mathematics for an underserved population of students. The project has the potential to offer a transformative approach to mathematics instruction for students with LD, bringing together expertise on learning disabilities and mathematics education to address an area in which there is very little research. 

The main outcomes of the project include (a) a theory of knowing, learning, and teaching connected to students with LDs in the small environment of supplemental and intensive intervention, (b) selected research-based trajectories specific to the conceptual understandings of fractions evidenced by students with LD presented in case study format, and (c) a set of practices and tools for teaching in the small environment (e.g., explicated knowing and learning framework; a set of learning situations to be used for teaching and/or formative assessment in fraction concepts, and suggestions for instructional decision making to aid teachers in designing student-centered instruction both in small groups and individualized formats).

This project was previously funded under award #1253254 and 1446250.

Posts

Title Type Post date
Case Studies Resource 11/28/2018 - 5:36pm
A Handbook and Tool for Uncovering Children’s Conceptions of Fractions Resource 11/28/2018 - 5:32pm
Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties Resource 11/27/2018 - 8:20pm
Productive Struggle for All: Differentiated Instruction Resource 11/27/2018 - 8:14pm
Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice Resource 11/27/2018 - 8:10pm
Think-Pair-Show-Share to Increase Classroom Discourse Resource 11/27/2018 - 7:55pm
Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities Poster 06/14/2018 - 12:42pm
Navigating “Disability”: Complexity and Small Environments Resource 05/02/2018 - 2:13pm
From Trajectories, Deficit, and Differences to Neurodiversity: The Case of Jim Resource 05/02/2018 - 2:08pm
Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens Resource 05/02/2018 - 1:53pm
AERA 2017 Poster: Unit Coordination and Partitioning Activity of One Child With Mathematics Learning Disability: A Case Study Poster 05/18/2017 - 12:15pm
Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study Resource 02/08/2017 - 12:08pm
How to better understand the diverse mathematical thinking of learners Resource 01/15/2016 - 2:32pm
Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities Resource 01/15/2016 - 2:13pm
Iteration: Unit Fraction Knowledge and the French Fry Tasks Resource 01/15/2016 - 2:01pm
Levels of participatory conceptions of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory Resource 01/15/2016 - 1:50pm
CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities Poster 01/05/2015 - 4:06pm
CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities Poster 08/07/2014 - 3:19pm