This project is developing an 8thgrade assessment for proportional reasoning from a cognitive diagnosis model (CDM) framework. CDMs are psychometric models developed specifically for diagnosing the presence or absence of finegrained skills or processes required in solving problems on a test. Assessments based on CDMs can provide information deemed more diagnostic and descriptive, and therefore, more relevant in applied instructional settings.
Projects
08/01/2008

02/15/2016
This project will investigate whether six urban middle schools are implementing highly effective science, technology, engineering and mathematics (STEM) programs based on factors identified through relevant research and national reports on what constitutes exemplary practices in 21st centuryfocused schools. 
07/15/2009
The project aims to: (1) study resources and strategies for teachers that will facilitate participation of 3rd grade Latino English Language Learners (ELLs) in the mathematics classrooms; (2) develop related teacher professional development (PD) materials; and (3) integrate research and teaching activities. The basic research question is: How can 3rd grade teachers facilitate better mathematics instruction for ELLs? 
06/01/2008
The ACCLIME project investigates teachers' uses and adaptations of CMP, an NSFfunded middle school curriculum. The study seeks to better articulate: (1) the ways that teachers adapt CMP over time and how they develop professionally as a result of using the curriculum materials; (2) the connection between district policy, resource development, and teachers' curriculum processes; and (3) the dynamic nature of districts' longterm curriculum implementations. 
08/15/2014
The goal of this CAREER program of research is to identify, from a crosscultural perspective, essential Algebraic Knowledge for Teaching (AKT) that will enable elementary teachers to better develop students' algebraic thinking. This study explores AKT based on integrated insights of the U.S. and Chinese expert teachers' classroom performance. 
09/01/2017
This project examines the empirical nexus between ELL students' language identity and science identity development. The project addresses the pressing need for empirical studies that combine theoretical perspectives from second language education, linguistics, and science education to understand science identity development among ELLs. 
07/01/2010
This project will contribute to the understanding of how high school physics can have a positive impact on students' selfperceptions, impacting important educational outcomes in this subject matter. Its focus is on the development of a positive physics identity (selfperceptions with respect to physics in terms of competence, performance, interest, and recognition by others) among high school students, particularly females, as a means to increase current and future engagement with the subject. 
07/30/2012
This research study expands on the characteristics of mathematical discourse and examines and specifies relationships between descriptive elements across multiple content foci in mathematics. The microgenetic study is based on examination of video data from multiple routine classroom settings with teachers who demonstrate varying levels of discourse across three curricular topics in mathematics. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build. 
07/01/2008
This project studies teaching practices in a yearlong high school algebra course that integrates handheld and other electronic devices. Of particular interest is how these technologies can support learners' capacity to efficiently and effectively draw on the distributed intelligences that technical and social networks make available. The investigation focuses on collaborative learning tasks centered on collective mathematical objects, such as functions, expressions, and coordinates that participants in a group must jointly manipulate through networked computers. 
05/15/2013
This is a Faculty Early Career Development project aimed at developing, implementing, and assessing a model that introduces novice elementary school teachers to communitybased engineering design as a strategy for teaching and learning in urban schools. Reflective of the new Framework for K12 Science Education, the model addresses key crosscutting concepts, disciplinary core ideas, and scientific and engineering practices. It builds on theoretical perspectives and empirical foundations, including situated learning, engineering design cognition, and children's resources and funds of knowledge, including cultural and linguistic diversity. 
02/15/2010
The goal of this project is to improve the quality of middle school science in a select number of schools and to gain insight into effective science professional development practice more generally. The project will focus on the following objectives: (1) increasing the quantity and quality of inquirybased instruction; (2) facilitating the development and implementation of inquirybased instruction; and (3) improving student achievement in middle school science classrooms. 
02/15/2017
This project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as "mathematically captivating learning experiences" or "MCLEs"). The study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion. To do this, the content within mathematical lessons (both planned and enacted) is framed as mathematical stories and the felt tension between how information is revealed and withheld from students as the mathematical story unfolds is framed as its mathematical plot. 
02/01/2016
This project will design and develop specialized instructional materials and guidelines for teaching secondary algebra in linguistically diverse classrooms. These materials will incorporate current research on student learning in mathematics and research on the role of language in students' mathematical thinking and learning. The work will connect research on mathematics learning generally with research on the mathematics learning of ELLs, and will contribute practical resources and guidance for mathematics teachers who teach ELLs. 
07/01/2011
This project is investigating the learning that can take place when elementary school students are directly involved in the collection, sensemaking, and analysis of real, personallymeaningful data sets. The hypotheses of this work are that by organizing elementary statistics instruction around the study of physical activities, students will have greater personal engagement in data analysis processes and that students will also develop more robust understandings of statistical ideas. 
06/15/2009
This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The study seeks to identify opportunities for mathematical learning, to map varied performances of mathematical competence, to chart changes in mathematical performance over time, and to design and assess the impact of case studies for teacher education. 
08/15/2014
Research increasingly provides insights into the magnitude of mathematics teacher turnover, but has identified only a limited number of factors that influence teachers' career decisions and often fails to capture the complexity of the teacher labor market. This project will address these issues, building evidencebased theories of ways to improve the quality and equity of the distribution of the mathematics teaching workforce. 
04/01/2010
This CAREER project explores interrelated research questions: (1) What understandings of variability can provide conceptual support for the scheme of ideas that underlie statistical inferencemaking claims about a population on the basis of samples? (2) What conceptions about variability do students bring to study of data analysis and statistical reasoning in middle grades? (3) How can instruction support students in coming to develop understanding and skill in reasoning about variability? 
07/01/2014
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 reconceptualizing 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 researchbased 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, studentcentered 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 webbased platform.

07/01/2017
This project explores "backward transfer", or the ways in which new learning impacts previouslyestablished ways of reasoning. The PI will observe and evaluate algebra I students as they learn quadratic functions and examine how different kinds of instruction about the new concept of quadratic functions helps or hinders students' prior mathematical knowledge of the previous concept of linear functions. This award will contribute to the field of mathematics education by expanding the application of knowledge transfer, moving it from only a forward focused direction to include, also, a backward focused direction. 
08/01/2013
The proposed project initiates new research and an integrated education plan to address specific problems in middle school mathematics classrooms by investigating (1) how to effectively differentiate instruction for middle school students at different reasoning levels; and (2) how to foster middle school students' algebraic reasoning and rational number knowledge in mutually supportive ways. 
07/01/2016
This project will investigate teachers' knowledge of noticing students' science thinking. The project will examine teacher noticing in practice, use empirical evidence to model the teacher knowledge involved, and design teacher learning materials informed by the model. The outcomes of this project will be a model of teachers' knowledge of noticing Appalachian students' thinking in science and the design of webbased interactive instructional materials supporting teachers' knowledge construction around noticing Appalachian students' thinking in science. 
06/01/2012
The project will examine how teachers reason about variation subsequent to focused instruction and contribute knowledge to inservice middle and secondary mathematics teacher education by targeting characteristics of professional development that might support teachers' reasoning about variation in increasingly sophisticated ways. The project will produce a coherent collection of shareable instructional materials for use in introductory statistics education and teacher education in statistics. 
08/15/2008
This project conducts a systematic and empirical (both quantitative and qualitative) longitudinal study of the factors that influence students' decisions at critical junctures in the educational pipeline. The goals are too (a) broaden participation in science, technology, engineering, and math (STEM) fields and (b) improve the recruitment, retention, and success of minority undergraduate men in STEM and STEMrelated fields across colleges and universities in the United States. 
07/15/2014
This program of research will examine how middle school preservice teachers' knowledge of mathematical argumentation and proving develops in teacher preparation programs. The project explores the research question: What conceptions of mathematical reasoning and proving do middle school preservice teachers hold in situations that foster reasoning about change, proportionality, and proportional relationships, as they enter their mathematics course sequence in their teacher preparation program, and how do these conceptions evolve throughout the program? 
07/01/2009
This project focuses on how children learn to reason about three aspects of complex causality; probabilistic causation; action at a distance; and distributed causality;and how to best support the development of this reasoning in classrooms. Through microgenetic study across the school year with small numbers of students in grades K6, the study will characterize children's reasoning at different ages and how it shifts over time and with different learning supports. 