Broadening Participation

Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties

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.

Author/Presenter: 
Jessica H. Hunt
Jasmine J. Welch-Ptak
Juanita M. Silva
Year: 
2016
Short Description: 
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.

Productive Struggle for All: Differentiated Instruction

Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.

Author/Presenter: 
Sararose D. Lynch
Jessica H. Hunt
Katherine E. Lewis
Year: 
2018
Short Description: 
This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.

Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice

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.

Author/Presenter: 
Rachel Lambert
Paulo Tan
Jessica Hunt
Amber G. Candela
Year: 
2018
Short Description: 
This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.

Think-Pair-Show-Share to Increase Classroom Discourse

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.

Author/Presenter: 
Jessica H. Hunt
Beth MacDonald
Rachel Lambert
Trisha Sugita
Juanita Silva
Year: 
2018
Short Description: 
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education: Information and guidance for prospective DRK–12 grantees

This paper seeks to provide a resource for prospective DRK–12 grantees by identifying some of the theories that current and recent DRK–12 grantees are using in their research on broadening participation.

Author/Presenter: 
Arthur Powell
Natalie Nielsen
Malcolm Butler
Cory Buxton
Odis Johnson, Jr.
Leanne Ketterlin-Geller
Jennifer Stiles
Catherine McCulloch
Year: 
2018
Short Description: 
This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation.

Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools

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.

Author/Presenter: 
Dilafruz R. Williams
Heather Brule
Sybil S. Kelley
Ellen A. Skinner
Lead Organization(s): 
Year: 
2018
Short Description: 
This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.

Navigating “Disability”: Complexity and Small Environments

Author/Presenter: 
Jessica Hunt
Year: 
2018
Short Description: 
Exploring how children’s conceptions might advance through their implicit knowledge provides a fundamental view into children’s mathematics and elucidates possible alternative definitions of “learning difference (LD)”. I present an evolving theoretical framework that depict children with LD’s knowing and learning as nascent understandings that emerge from a real-time negotiation of meaning within “small environments” of instructional intervention. These negotiations are supported, or not, by the teacher’s propensity to engage in the knowledge of children and use teaching to construct shared goals for learning. Implications of the work include new ways educators might define LDs as a complex phenomenon that reflects how children’s knowledge of mathematics advances, or not, through a shared cognition grounded in children’s unique knowing and learning.

From Trajectories, Deficit, and Differences to Neurodiversity: The Case of Jim

Author/Presenter: 
Jessica Hunt
Juanita Silva
Rachel Lambert
Year: 
2017
Short Description: 
Cognitive differences intrinsic to children with learning disabilities (LDs) have historically led to deficit assumptions concerning the mathematical experiences these children “need” or can access. We argue that the problem can be located not within children but instead as a mismatch between instruction and children’s unique abilities. To illustrate this possibility, we present the case of “Jim,” a fifth-grader with perceptual-motor LDs. Our ongoing analysis of Jim’s fractional reasoning in seven equal sharing based tutoring sessions suggests that Jim leveraged his knowledge of number facts and alternative representations to advance his reasoning.

Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens

Author/Presenter: 
Jessica Hunt
Ron Tzur
Year: 
2017
Short Description: 
In this study, we challenge the deficit perspective on mathematical knowing and learning for children labeled as LD, focusing on their struggles not as a within student attribute, but rather as within teacher-learner interactions. We present two cases of fifth-grade students labeled LD as they interacted with a researcher-teacher during two constructivist-oriented teaching experiments designed to foster a concept of unit fraction. Data analysis revealed three main types of interactions, and how they changed over time, which seemed to support the students’ learning: Assess, Cause and Effect Reflection, and Comparison/Prediction Reflection. We thus argue for an intervention in interaction that occurs in the instructional process for students with LD, which should replace attempts to “fix” ‘deficiencies’ that we claim to contribute to disabling such students.

Dissemination Toolkit: Accessible Products & Communications

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Background

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.

Author/Presenter: 
CADRE
Year: 
2017
Short Description: 
A compilation of resources for making your products and communications more accessible.
Resource Type: 
Tool

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