@article{hunt_taub_marino_duarte_bentley_holman_kuhlman_2023, title={Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/7/646}, DOI={10.3390/educsci13070646}, abstractNote={People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students face in elementary school. In this study, we employed a sequential mixed-methods design to investigate how game-enhanced fraction intervention impacts students’ fraction knowledge, engagement, and STEM interests. Quantitative results revealed statistically significant effects of the program on students’ fraction understanding and engagement but not their STEM interest. Qualitative analyses revealed three themes—(1) Accessible, Enjoyable Learning, (2) Can’t Relate, and (3) Dreaming Bigger—that provided contextual backing for the quantitative results. Implications for future research and development are shared.}, number={7}, journal={EDUCATION SCIENCES}, author={Hunt, Jessica H. H. and Taub, Michelle and Marino, Matthew and Duarte, Alejandra and Bentley, Brianna and Holman, Kenneth and Kuhlman, Adrian}, year={2023}, month={Jul} }
 @article{hunt_taub_duarte_bentley_womack-adams_marino_holman_kuhlman_kramarski_2023, title={Elementary Teachers' Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/11/1071}, DOI={10.3390/educsci13111071}, abstractNote={Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplemental fraction curriculum in elementary classrooms, including how teachers implemented the curriculum, their perspectives and experiences as they used it, and their students’ resulting fraction learning and STEM interest. Teachers implemented the supplemental curriculum with varying adherence but had common experiences throughout their implementation. Teachers expressed experiences related to (1) time, (2) curriculum being too different, and (3) too difficult for students. Their strategies to handle those phenomena varied. Teachers that demonstrated higher adherence to the game-enhanced supplemental fraction curriculum had students that displayed higher STEM interest and fraction learning. While this study helps to better understand elementary teachers’ experiences with game-enhanced mathematics curricula, implications for further research and program development are also discussed.}, number={11}, journal={EDUCATION SCIENCES}, author={Hunt, Jessica and Taub, Michelle and Duarte, Alejandra and Bentley, Brianna and Womack-Adams, Kelly and Marino, Matthew and Holman, Kenneth and Kuhlman, Adrian and Kramarski, Bracha}, year={2023}, month={Nov} }
 @article{hunt_duarte_miller_bentley_albrecht_kruse_2023, title={Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/1/68}, DOI={10.3390/educsci13010068}, abstractNote={Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared.}, number={1}, journal={EDUCATION SCIENCES}, author={Hunt, Jessica and Duarte, Alejandra and Miller, Brittany and Bentley, Brianna and Albrecht, Laura and Kruse, Lance}, year={2023}, month={Jan} }
 @article{nelson_crawford_hunt_park_leckie_duarte_brafford_ramos-duke_zarate_2022, title={A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties}, volume={1}, ISSN={["1540-5826"]}, url={https://doi.org/10.1111/ldrp.12272}, DOI={10.1111/ldrp.12272}, abstractNote={Abstract}, number={1}, journal={LEARNING DISABILITIES RESEARCH & PRACTICE}, author={Nelson, Gena and Crawford, Angela and Hunt, Jessica and Park, Soyoung and Leckie, Emily and Duarte, Alex and Brafford, Tasia and Ramos-Duke, Mary and Zarate, Kary}, year={2022}, month={Jan} }
 @article{hunt_davis_duarte_2022, title={Transitioning mathematics teacher practices to broadcast pedagogy}, volume={5}, ISSN={["1464-5211"]}, url={http://dx.doi.org/10.1080/0020739x.2022.2074903}, DOI={10.1080/0020739X.2022.2074903}, abstractNote={The COVID-19 pandemic prompted a shift in K-12 educational delivery from primarily in-person classroom instruction to remote learning. Developing broadcast instruction is one way to provide learners who experience barriers to contemporary forms of remote learning, which are typically provided over the internet, a way to access quality mathematics instruction. Producing classroom-style video lessons for children is not as simple as recording a lecture, and ways to engage and interact with learners are limited. There is a little interplay between design principles used in mathematics-focused broadcast television programmes and mathematics classroom pedagogy. More research is needed to understand how teachers may adapt mathematics education design principles to develop broadcast lessons. We utilized an exploratory case study design to investigate how teachers conceptualize, enact, and reflect upon mathematics pedagogy in a broadcast environment. Data from created lessons, videotaped feedback sessions and semi-structured interviews were collected and analyzed. Results yielded three themes related to the instructional design, barriers and challenges, and equity: (a) Goal-focused planning and delivery, (b) Centrality of discourse, and (c) Time. We discuss the results in relation to prior work at the intersection of mathematics and broadcast pedagogy and share implications for future research. [ FROM AUTHOR] Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)}, journal={INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY}, publisher={Informa UK Limited}, author={Hunt, Jessica and Davis, Rebekah and Duarte, Alejandra}, year={2022}, month={May} }