Casey Hord


Professional Title: 
Associate Professor
About Me (Bio): 
Casey Hord is an Associate Professor in the Department of Special Education at the University of Cincinnati. His primary research interest is developing mathematics interventions for students with learning disabilities and students with mild intellectual disability. Other research interests include the role of visual representations and strategic questioning in mathematics teaching, the training of pre-service teachers to teach mathematics to students with mild disabilities, and the potential role of mathematics tutors for students with mild disabilities in urban, suburban, and rural settings.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • DeJarnette, A. F., Marita, S., & Hord, C. (in press). Interpretations of slope through written and verbal interactions between a student and her tutors in Algebra 1. REDIMAT-Journal of Research in Mathematics Education.*
  • Hord, C., Marita, S., Ayaz, S., Tomaro, T., Gordon, K., Tunningley, J., & Haskins, S. (2018). Diverse needs of students with learning disabilities: A case study of tutoring two students in algebra. Journal of Research in Special Educational Needs, 18, 25–35.*
  • Hord, C., Marita, S., Walsh, J. B., Tomaro, T. M., Gordon, K., & Saldanha, R. L. (2016). Teacher and student use of gesture and access to secondary mathematics for students with learning disabilities: An exploratory study. Learning Disabilities: A Contemporary Journal, 14, 189–206.*
University of Cincinnati (UC)

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1. These trainings will prepare tutors to address the challenges that students with learning disabilities often face—especially challenges related to working memory and processing—and to build on students’ strengths as they engage with Algebra 1.

Purdue University

The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.

University of Cincinnati (UC)

This project will develop and evaluate a module for use in a 7th grade classroom that promotes student development of 21st Century skills with a particular focus on student development of scientific reasoning. The technology-enhanced curriculum will be designed to engage learners in deep and meaningful investigations to promote student learning of content in parallel with 21st century skills.