Jessica Hunt

Profile

Additional Phone Numbers: 
919-272-0137
Professional Title: 
Associate Professor
Organization/Institution: 
About Me (Bio): 
I research learner complexity in inclusive small groups settings and one-on-one settings both inside and outside the contexts of schools. My work examines issues of access and inequality in relation to how children exhibit their thinking, the factors that may influence learning, and how teachers can navigate the uniqueness of students’ implicit and explicit thought processes. I also ground my work in the policy and systems level issues that schools and teachers face today.
North Carolina State University (NCSU), The University of Texas at Austin
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 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.