Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.
Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.
Lambert, R., Tan, P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.
Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University.
Section 508 of the Rehabilitation Act of 1973 was amended in 1988 to require federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Projects funded by the National Science Foundation should be 508 compliant to increase equal access to materials.