Special Education

Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Cohen and Jones)

Principal Investigator: 

The broader goal of our DRK-12 project is to develop and test whether simulated classroom experience with students with disabilities can improve elementary general educators' preparedness to support these students in mathematics. To support the tools' development, we have interviewed 22 leading mathematics and special educators to unearth tensions and points of convergence in how the respective fields conceptualize mathematics instruction. The poster will discuss implications of these findings for teacher preparation and development.

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Target Audience: 

Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

Principal Investigator: 
The SMI project's goals are to: 1) study the current landscape of mathematics intervention classes at the middle grades, and 2) create PD to strengthen intervention teachers' practices for supporting students with mathematics difficulties/disabilities.
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Target Audience: 

CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

Principal Investigator: 

This poster describes the outcomes, dissemination, and scaling of project work from "Fraction Activities and Assessment for Conceptual Teaching (FAACT)." We describe the results of a pilot study for FAACT, free curriculum materials, and how the work has been translated to a new game based project, Model Mathematics Education (ModelME). A link to an intro video for ModelMe's game based curriculum will be shared.

Co-PI(s): Matthew Marino and Michelle Taub, University of Central Florida

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Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process.

Author/Presenter: 
Jessica H. Hunt
Kristi Martin
Andy Khounmeuang
Juanita Silva
Blain Patterson
Jasmine Welch-Ptak
Year: 
2020
Short Description: 

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Year: 
2019
Short Description: 

This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

A Handbook and Tool for Uncovering Children’s Conceptions of Fractions

Understand students’ fraction concepts through interview tasks.  Includes tasks and guide to record student thinking.

Author/Presenter: 
Jessica Hunt
Year: 
2015
Short Description: 

Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.

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.

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.

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