Casey Hord

Professional Title
About Me (Bio)
Casey Hord is a Professor in the Department of Special Education at the University of Cincinnati. His primary research interest is developing mathematics interventions for students with learning disabilities and students with mild intellectual disability. Other research interests include the role of visual representations and strategic questioning in mathematics teaching, the training of pre-service teachers to teach mathematics to students with mild disabilities, and the potential role of mathematics tutors for students with mild disabilities in urban, suburban, and rural settings.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)

*Yates, S., & Hord, C. (2023). An interdisciplinary learning community of education and psychology majors. Education Sciences. 13, 767.

*DeJarnette. A. F., & Hord, C. (2022). Mathematics questioning practices of pre-service special education teachers providing algebra tutoring for students with learning disabilities. Teacher Education and Special Education, 45(4), 309-330.

*Hord, C., & DeJarnette, A. F. (2022). How professors can work with schools to provide tutoring for students with learning disabilities. Learning Disabilities: A Contemporary Journal. 20(1), 65-74.

Hord, C., DeJarnette, A. F., Baldrick, P., & Krumpelman, M. L. (2022). Supporting a student with a learning disability working on algebra. Insights on Learning Disabilities, 19(1), 1-18.

Hord, C. (2021). Gesturing while tutoring a student with a learning disability enrolled in Algebra 1. Learning Disabilities: A Contemporary Journal. 19(2), 171-186.

*Hord, C., Hoyng, C., Krumpelman, M. L, & Baker, J. (2021). Teaching students with learning disabilities to solve secondary school Algebra problems. Insights on Learning Disabilities, 18(1), 79-89.

DeJarnette, A. F., McMahon, S., & Hord, C. (2020). Interpretations of slope through written and verbal interactions between a student and her tutors in Algebra 1. REDIMAT-Journal of Research in Mathematics Education, 9(2), 121-146.

*DeJarnette, A. F., Wilke, E., & Hord, C. (2020). Categorizing mathematics teachers’ questioning: The demands and contributions of teachers’ questions. International Journal of Educational Research. 104:101690.

*Hord, C., & DeJarnette, A. F. (2020). Perspectives on Algebra I tutoring experiences with students with learning disabilities. Learning Disabilities: A Contemporary Journal, 18(2), 177-192.

Hord, C., DeJarnette, A. F., McMillan, L. A., & Baldrick, P. (2020). A student with mild intellectual disability and two-step equations. Support for Learning, 35(4), 506-521.

Hord, C., Ladrigan, E., & Saldanha, R. L. (2020). A student with a learning disability and multi-step equations with fractions. Learning Disabilities: A Contemporary Journal, 18(1), 113-123.

Veldhaus, I., DeJarnette, A. F., Gamel, Z., & Hord, C. (2020). Broadening the range of teacher questioning to get students talking. Australian Mathematics Education Journal, 2(1), 20-23.


University of Cincinnati (UC)

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1. These trainings will prepare tutors to address the challenges that students with learning disabilities often face—especially challenges related to working memory and processing—and to build on students’ strengths as they engage with Algebra 1.

Purdue University

The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.

University of Cincinnati (UC)

This project will develop and evaluate a module for use in a 7th grade classroom that promotes student development of 21st Century skills with a particular focus on student development of scientific reasoning. The technology-enhanced curriculum will be designed to engage learners in deep and meaningful investigations to promote student learning of content in parallel with 21st century skills.