Jessica H. Hunt

Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest

EDUCATION SCIENCES, 13(7).

From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction

JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 54(4), 260–278.

Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

EDUCATION SCIENCES, 13(1).

A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties

Nelson, G., Crawford, A., Hunt, J., Park, S., Leckie, E., Duarte, A., … Zarate, K. (2022, January 31). LEARNING DISABILITIES RESEARCH & PRACTICE, Vol. 1.

An analysis of universal design for learning guidelines, principles, and checkpoints included in a contemporary mathematics videogame

Symposium: Emerging Technologies for Supporting Neurodiverse Learners. Presented at the American Educational Research Association (AERA), San Diego, CA.

Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities

Journal of Early Childhood Research, 9, 1476718X2211255.

Connecting Theory to Concept Building: Designing Instruction for Learning

Demonstrating core components of a game-based fraction supplemental curriculum

In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022.

Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers

In Enabling Mathematics Learning of Struggling Students (pp. 47–71).

Enhancing Engagement and Fraction Concept Knowledge With a Universally Designed Game Based Curriculum

Learning Disabilities, 20(1), 77–95. http://www.scopus.com/inward/record.url?eid=2-s2.0-85131328572&partnerID=MN8TOARS

Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning

In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium (Vol. 13356, pp. 168–173).

Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity

AERA 2022. Presented at the AERA 2022.

Innovative game-based fraction curricula for all: Design, development, and feasibility of dream2B

In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022.

Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base

Investigations in Mathematics Learning, 14(3), 235–249.

Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities

JOURNAL OF MATHEMATICAL BEHAVIOR, 67.

Nurturing Fractional Reasoning

Transitioning mathematics teacher practices to broadcast pedagogy

Hunt, J., Davis, R., & Duarte, A. (2022, May 25). INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, Vol. 5.

A case study of teachers’ use of an online homework tool during in-person and remote instruction

National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Bob’s engagement in fraction multiplication tasks

National Council of Teachers of Mathematics Research Conference (NCTM). Presented at the National Council of Teachers of Mathematics Research Conference (NCTM).

Building a mathematics education evidence base: Fraction intervention

National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Designing Effective Math Interventions

Emma’s mathematical thinking

American Educational Research Association. Presented at the American Educational Research Association.

Extending Students’ Knowledge of Fractions as Relational Quantities: Teaching for Understanding

In D. P. Bryant (Ed.), Intensifying mathematics interventions for struggling students. New York, N.Y: The Guilford Press.

Impact of online professional learning on early math teacher’s perspectives of practice

National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Intervention based on mathematical thinking improves students outcomes: Students with mathematics disabilities and difficulties

International Conference on Mathematics Education. Presented at the International Conference on Mathematics Education, Shanghai, China.

Special educators' knowledge of student mathematical thinking

Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2021, July 9). JOURNAL OF MATHEMATICS TEACHER EDUCATION, Vol. 7.

Testing a Fraction Intervention for Students With Learning Disabilities Based in Student Thinking

Proceedings of the 2021 AERA Annual Meeting. Presented at the 2021 AERA Annual Meeting.

Universal design of a Tier 2 fraction video game

42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA). Presented at the 42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA), Philidelphia, PA.

Using and transforming mathematics education pedagogy in a broadcast setting

National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Constructing Goals for Student Learning through Conversation

Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904–909.

Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties

Learning Disability Quarterly, 45(3), 159–171.

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

Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J., Patterson, B., & Welch-Ptak, J. (2020, October 8). LEARNING DISABILITY QUARTERLY.

Diego’s Number Understanding Development through His Subitizing and Counting

Investigations in Mathematics Learning.

Documenting Increased Participation of a Student With Autism in the Standards for Mathematical Practice

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 112(3), 494–513.

Emma's Negotiation of Number: Implicit Intensive Intervention

JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 51(3), 334–360.

Mathematics Education Matters: Bolstering Special Educators' Knowledge of Student Thinking

Proceedings of the 2020 AERA Annual Meeting. Presented at the 2020 AERA Annual Meeting.

Preliminary evidence of effectiveness: Student-centered math intervention

Annual conference of the National Council of Teachers of Mathematics. Presented at the Annual conference of the National Council of Teachers of Mathematics, Chicago, IL.

Additive reasoning as disabler of fraction reasoning: Where is disability?

Annual conference of the National Council of Teachers of Mathematics. Presented at the Annual conference of the National Council of Teachers of Mathematics, San Diego, CA.

Differentiating instruction symposium

Annual conference of the National Council of Teachers of Mathematics. Presented at the Annual conference of the National Council of Teachers of Mathematics, San Diego, CA.

Emma's Numbers: Whose Knowledge Is Valued? What Knowledge Is Valued?

Presented at the 2019 AERA Annual Meeting.

Empowering students with specific learning disabilities: Jim's concept of unit fraction

JOURNAL OF MATHEMATICAL BEHAVIOR, 56.

Gina's mathematics: Thinking, tricks, or "teaching"?

JOURNAL OF MATHEMATICAL BEHAVIOR, 56.

Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics

Teaching Exceptional Children, 46(6), 187–196.

Marginalized Within a Marginalized Community: Supporting Meaning-Making

Presented at the 2019 AERA Annual Meeting.

Access to mathematical discussion for students with disabilities

National Council of Teachers of Mathematics Research. Presented at the National Council of Teachers of Mathematics Research, Washington, D.C.

Complex conceptions of fractions: Negotiating meaning in the small environment

National Council of Teachers of Mathematics Regional Conference. Presented at the National Council of Teachers of Mathematics Regional Conference, Kansas City Convention Center, Kansas City, Missouri.

Increasing access to mathematical discussion for students with disabilities: Designing intervention in student participation

American Educational Research Association. Presented at the American Educational Research Association., New York, N.Y.

Navigating disability in intensive instruction: Learning complexity and small environments

International Society of the Learning Sciences. Presented at the International Society of the Learning Sciences, Part of the London Festival of Learning in London, London, United Kingdom.

Navigating “disability”: Complexity and small environments

Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1469–1470. http://www.scopus.com/inward/record.url?eid=2-s2.0-85053816218&partnerID=MN8TOARS

Productive Struggle for All: Differentiated Instruction

Mathematics Teaching in the Middle School, 23(4), 194–201.

Reframing intervention for students with disabilities

National Council of Teachers of Mathematics Research. Presented at the National Council of Teachers of Mathematics Research, Washington, D.C.

Reframing intervention: From “fixing” learners to deepening engagement for students with disabilities

American Educational Research Association Annual Meeting. Presented at the American Educational Research Association Annual Meeting, New York, N.Y.

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

Investigations in Mathematics Learning, 10(3), 129–132.

Tacit, trick, or teach? What is Gina’s mathematical reality?

North American Chapter of the Psychology for Mathematics Education (PME-NA). Presented at the North American Chapter of the Psychology for Mathematics Education (PME-NA), Greenville, S.C.

Think-Pair-Show-Share to Increase Classroom Discourse

Teaching Children Mathematics, 25(2), 78–84.

Widening the lens: Exceptionality, knowing and learning, and multiple perspectives

American Educational Research Association Annual Meeting. Presented at the American Educational Research Association Annual Meeting, New York, N.Y.

A kindergartener’s reasoning when developing cardinality of number

Australian Primary Mathematics Classroom, 22(2), 21–25.

Coaching and mathematical goal setting

National Council of Teachers of Mathematics Research. Presented at the National Council of Teachers of Mathematics Research, San Antonio, TX.

From Trajectories, deficit, and differences to neurodiversity: The case of Jim

39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), Indianapolis, IN.

How neurodiversity can shape research: Rethinking engagement through the participation of students with autism

39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), Indianapolis, IN.

Progressions in fraction partitioning and quantification evidenced by children who experience low achievement in mathematics

American Education Research Association. Presented at the American Education Research Association, San Antonio, TX.

Unit coordination and partitioning activity of one child with mathematics learning disability: A case study

American Education Research Association. Presented at the American Education Research Association, San Antonio, TX.

Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context

EDUCATION SCIENCES, 7(1).

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

JOURNAL OF MATHEMATICAL BEHAVIOR, 48, 62–76.

Writing to learn mathematics

39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), Indianapolis, IN.

Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study

Mathematical Thinking and Learning, 18(3), 182–208.

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

Learning Disability Quarterly, 39(4), 213–225.

Initial understanding of fractions: Children with learning disabilities and difficulties

National Council of Teachers of Mathematics Research Conference (NCTM-R). Presented at the National Council of Teachers of Mathematics Research Conference (NCTM-R), San Francisco, CA.

Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory

The Journal of Mathematical Behavior, 41, 45–67.

Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities

Remedial and Special Education, 37(2), 78–88.

Trajectories of fractions quantities: Students with learning disabilities and difficulties

National Council of Teachers of Mathematics. Presented at the National Council of Teachers of Mathematics, San Francisco, CA.

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students with Learning Disabilities

Learning Disability Quarterly, 38(4), 208–220.

Iteration: Unit Fraction Knowledge and the French Fry Tasks

Teaching Children Mathematics, 22(3), 148–157.

Nature and utility of teacher questioning: A case study of constructivist-oriented math intervention

37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), East Lansing, MI.

Notions of equivalence through ratios: Students with and without learning disabilities

Journal of Mathematical Behavior, 37, 94–105.

Stu’s evolving conceptions of unit fractions

37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), East Lansing, MI.

Understanding the diverse mathematical thinking of learners.

Australian Primary Mathematics Classroom, 20(2), 15–21.

Effects of a Supplemental Intervention Focused in Equivalency Concepts for Students With Varying Abilities

Remedial and Special Education, 35(3), 135–144.

Intermediate participatory stages in constructing the concept of unit fractions: Students with learning disabilities

38th Conference of the International Group for the Psychology of Mathematics Education (PME). Presented at the 38th Conference of the International Group for the Psychology of Mathematics Education (PME), Vancouver, B.C.

Six Selecting and Tailoring Interventions for Students With Mathematics Difficulties

In J. T. Mascolo, D. P. Flanagan, & V. C. Alfonso (Eds.), Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (pp. 178–203). Hoboken, NJ: Wiley.

Using E-Cove to increase the efficiency of pre- service teacher observations.

Ed Tech Ideas.

Corrigendum to Effects of ratio strategies intervention on knowledge of ratio equivalence for students with learning disability (The Journal of Special Education, 10.1177/0022466912474102)

Journal of Special Education, 47(3), 197.

Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability

The Journal of Special Education, 48(3), 180–190.

The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(4), 286–297.

Multiplicative thinking and strategy usage after tier two intervention: A student with mathematics learning disability

In J. Lo & L. Zoest (Eds.), Proceedings of the 34thAnnual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: University of Michigan.

Using Math Stations for Commonsense Inclusiveness

Teaching Children Mathematics, 19(4), 238–246.

Using math stations for common sense inclusiveness.

Teaching Children Mathematics, 19(4), 238–246.

Beyond accommodations: Universal design for learning in mathematics.

Mathematics Teaching in the Middle School, 17(3), 166–173.

Exploring the effects of ratio-based fraction intervention on middle school children identified as having a mathematics learning disability

In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada.

Minimizing the weaknesses and maximizing the strengths of students with disabilities through reasoning and sense-making

In M. Strutchen & H. Kepner (Eds.), Focus on high school students: Making mathematical reasoning and sense making a reality for all. Washington, DC: National Council of Teacher of Mathematics.

Teaching fraction equivalency through the ratio interpretations: Performance of students with mathematics learning disabilities

Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Presented at the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Teaching social skills to students with disabilities in middle school mathematics classrooms.

Mathematics Teaching in the Middle School, 17(5), 296–301.

Theoretical Factors Affecting Parental Roles in Children's Mathematical Learning in American and Chinese-Born Mothers

School Community Journal, 21(2), 119–142. https://eric.ed.gov/?id=EJ957130

Implementing effective co-teaching in middle school geometry.

Mathematics Teaching in the Middle School, 16(3), 154.

Prime or composite? Using area models and the factor gam to provide a visual framework

ON-MATH, 7(1).

The inner relatedness of area formulas for common figures

ON-MATH, 7(1).

Dancing triangles and their area

ON-MATH, 5(1).