**Publications:**

Hunt. J.H. & Ainslie, J. (accepted). *Designing effective math interventions: An educator’s guide to learner-driven instruction.* New York, NY: Routledge.

Tzur, R. & Hunt. J.H. & (in press). Fractional reasoning. In Y. Xin, H. Thouless, & R. Tzur (Eds). *Enabling learning of struggling students. *New York, NY: Springer.

Hunt. J.H. & Tzur, R. (in press). Connecting theory to concept building. In Y. Xin, H. Thouless, & R. Tzur (Eds). *Enabling learning of struggling students.* New York, NY: Springer.

Tzur, R. & Hunt. J.H. (in press). A theory-backed framework for knowing and learning. In Y. Xin, H. Thouless, & R. Tzur (Eds). *Enabling learning of struggling students*. New York, NY: Springer.

Hunt. J.H. & Lewis, K. (in press). Extending students’ knowledge of fractions as relational quantities: Teaching for understanding. In D.P. Bryant (Ed.), *Intensifying mathematics interventions for students who struggle learning mathematics. *New York, N.Y.: The Guilford Press.

Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J., Patterson, B., & Welch-Ptak, J. (2020). Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning. *Learning Disability Quarterly*, 0731948720963589.

Hunt, J., & Stein, M. K. (2020). Constructing Goals for Student Learning through Conversation. *Mathematics Teacher: Learning and Teaching PK-12*, *113*(11), 904-909.

Hunt, J. H. & Silva, J. (Accepted for publication). Emma's negotiation of number: Implicit intensive intervention. *Journal for Research in Mathematics Education.*

Hunt, J. H., MacDonald, B. L., & Silva, J. (Revisions). *Thinking, tricks, or teaching: Gina's mathematical reality*.

Hunt, J. H., Silva, J., & Welch-Ptak, J. (2018). Changing the goal: Reasoning and sense making in children's small environments. Manuscript submitted for publication.

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.

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.

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

Hunt, J. H. & Tzur, R. (2017). Where is difference? Processes of mathematical remediation through a constructivist lens. *Journal of Mathematical Behavior*, *48*, 62–76.

Hunt, J. H., *Welch-Ptak, J., & *Silva, J. (2016). Initial understandings of fraction concepts evidenced by students with learning disabilities and difficulties: A framework. *Learning Disabilities Quarterly, 39*(4), 213–225.** **

**Recent Presentations:**

Hunt, J. H. & Silva, J. (2019, April). *Emma's numbers: Whose knowledge is valued? What knowledge is valued?* Paper presented at the American Educational Research Association, Toronto, Ontario, Canada.

Hunt, J. & Wilson, J. (2019, April). M*arginalized within a marginalized community: Supporting meaning making. *Paper presented at the American Educational Research Association, Toronto, Ontario, Canada.

Hunt, J., MacDonald, B., Lambert, R., & Silva, J. (2019, April).* Think-pair-show-share: UDL and talk moves. *Presented at the annual meeting of the National Council of Teachers of Mathematics, San Diego, CA.

Hunt, J. H., et al. (November 2018). *Complex conceptions of fractions: Negotiating meaning in the small environment. *Presented at the Regional meeting of the National Council of Teachers of Mathematics, Kansas City, MO.

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