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

 

The goal of this project is to study and support the development of conceptual understanding of fractions by students with learning disabilities (LD). Dr. Hunt proposes that rather than focusing on whether students can or cannot develop conceptual understanding of fractions, research should attempt to uncover the complex understanding students DO have.  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.

Through a series of experiments that involve cycles of theorizing, design, implementation, and refinement, the project develops instructional trajectories for individual students in the area of fractions. The research questions addressed are:

What initial and developing key developmental understandings of fractions do students with learning disabilities evidence through employed strategies, language, and representations?

How do students with learning disabilities progress in developing and solidifying conceptual understandings of fractions through their mathematical activity? and,

To what extent does an intervention reflective of a research based instructional trajectory facilitate strategic development and increased fraction conceptual knowledge in students with learning disabilities?

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 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 individualized, student-centered instruction). Most importantly, 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. 

Dr. Hunt has incorporated findings from the study into methods courses for both mathematics education and special education undergraduate and graduate students across three universities. She has developed a graduate level course from this work alongside several case studies and is in the process of translating aspects of this course into a web-based platform.

 

 

 

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

The goal of this project is to study and support the development of conceptual understanding of fractions by students with learning disabilities (LD). Dr. Hunt proposes that rather than focusing on whether students can or cannot develop conceptual understanding of fractions, research should attempt to uncover the complex understanding students DO have.  Dr. Hunt is re-conceptualizing children's knowing and learning in the "Small Environment". This approach suggests a redirect of research and instructional practice in mathematics for an underserved population of students.

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 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 individualized, student-centered instruction). Most importantly, 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. 

 Dr. Hunt has incorporated findings from the study into methods courses for both mathematics education and special education undergraduate and graduate students across three universities. She has developed a graduate level course from this work alongside several case studies and is in the process of translating aspects of this course into online platform and a blog.

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

 

Posts

Title Type Post date
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
North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) Event 03/24/2014 - 2:41pm
Council for Exceptional Children Event 03/24/2014 - 2:37pm