@article{hunt_martin_2023, title={Bob's Productive Task Engagement in Fractional Reasoning: A Case Study}, volume={11}, ISSN={["2168-376X"]}, DOI={10.1177/07319487231209507}, abstractNote={ Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue that shortfalls in understanding are in fact issues of access in terms of opportunities that students have to productively engage with learning objects (i.e., tasks) that meaningfully bring forward and promote students’ fractions understanding. In this study, we define engagement as a state and take up a single case study methodology to illustrate behavioral, affective, and cognitive engagement of Bob, a student with a LD, as he works with a series of fraction tasks designed to support his engagement. Results reveal patterns of productive engagement as regards this student’s fractional reasoning as they relate to the tasks he was given over time. Contributions of this work include insights into Bob’s engagement within tasks and provide considerations for teaching practice seeking to promote productive engagement by design. }, journal={LEARNING DISABILITY QUARTERLY}, author={Hunt, Jessica H. and Martin, Kristi}, year={2023}, month={Nov} }
 @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{silva_hunt_welch-ptak_2023, title={From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction}, volume={54}, ISSN={["1945-2306"]}, DOI={10.5951/jresematheduc-2020-0117}, abstractNote={We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of advancing fractional thinking, both of which reflect students’ increasing levels of units coordination over time. We argue that recognizing and building on each child’s strengths—while respecting and accommodating for their MLD—was central to promoting their learning. Results provide an existence proof of a new evidence base for student-centered, problem-based instruction for students with MLD, grounded in a careful understanding of student mathematical thinking and accommodations for cognitive differences.}, number={4}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, author={Silva, Juanita M. and Hunt, Jessica H. and Welch-Ptak, Jasmine}, year={2023}, month={Jul}, pages={260–278} }
 @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={http://www.scopus.com/inward/record.url?eid=2-s2.0-85123924743&partnerID=MN8TOARS}, 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} }
 @inproceedings{marino_hunt._taub_2022, title={An analysis of universal design for learning guidelines, principles, and checkpoints included in a contemporary mathematics videogame}, booktitle={Symposium: Emerging Technologies for Supporting Neurodiverse Learners}, author={Marino, M. and Hunt., J.H. and Taub, M.}, year={2022} }
 @article{pan_hu_hunt_wu_chen_he_2022, title={Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities}, volume={9}, ISSN={1476-718X 1741-2927}, url={http://dx.doi.org/10.1177/1476718x221125583}, DOI={10.1177/1476718X221125583}, abstractNote={ The purpose of the present study was to examine the association between Chinese preschool children’s home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children’s formal and informal math ability, while number application activities positively predicted young children’s informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children’s math learning at home. }, journal={Journal of Early Childhood Research}, publisher={SAGE Publications}, author={Pan, Yuejuan and Hu, Bi Ying and Hunt, Jessica and Wu, Zhongling and Chen, Yuewen and He, Mengyang}, year={2022}, month={Sep}, pages={1476718X2211255} }
 @misc{hunt_tzur_2022, title={Connecting Theory to Concept Building: Designing Instruction for Learning}, ISBN={9783030952150 9783030952167}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-95216-7_5}, DOI={10.1007/978-3-030-95216-7_5}, abstractNote={Supporting students to develop conceptual understanding can be challenging. In this chapter, we address how teachers can promote students’ conceptual growth. Our aim is to illustrate connections between the framework for knowing and learning presented in Chap. 3 and instructional design considerations. We address the essential question, “What tools do teachers utilize to promote students’ conceptual change?” First, we compare and contrast interventions designed for remediation versus interventions designed for learning, making connections between designing for learning and mathematical proficiency. Next, we review core features of student learning: students’ noticing of relationships between goals, actions, and their effects and unpack two key design considerations teachers can use to support growth in students’ concepts. Specifically, we unpack (1) bridging, variation, and reinstating types of tasks and (2) interactive prompting and gesturing. Finally, we use the fundamental concept of ten as a unit to illustrate how teachers might use such design moves to inform their teaching.}, journal={Enabling Mathematics Learning of Struggling Students}, publisher={Springer International Publishing}, author={Hunt, Jessica H. and Tzur, Ron}, year={2022}, pages={83–99} }
 @inproceedings{hunt_marino_taub_duarte_holdan_bentley_2022, title={Demonstrating core components of a game-based fraction supplemental curriculum}, booktitle={Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022}, author={Hunt, J.H. and Marino, M. and Taub, M. and Duarte, A. and Holdan, K. and Bentley, B.}, editor={Chinn, C. and Tan, E. and Chan, C. and Kali, Y.Editors}, year={2022} }
 @inbook{tzur_hunt_2022, title={Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers}, ISBN={9783030952150 9783030952167}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-95216-7_3}, DOI={10.1007/978-3-030-95216-7_3}, abstractNote={Understanding what conceptual learning means and how it may take place can greatly improve teaching. We consider such understanding vital to teachers’ pedagogical reasoning. In this chapter, we specify learning as a process of change in learners’ concepts, including two types of reflection and two corresponding stages. This process entails an asset approach, as it guides instructional interventions that center on and start from concepts students do have rather than what students do not know (deficit). We provide instructional tenants to drive teachers’ reasoning while planning and/or implementing tasks, activities, and questions to effectively advance their students’ conceptual learning. Illustrating the rather abstract theoretical lens with a research-based case, we organize this chapter by three essential questions: “What does it mean for a student to have a mathematical concept?”, “What mechanisms drive conceptual advancement (change)?”, and “What tenants for teaching support such conceptual advancement as part of mathematical proficiency?”}, booktitle={Enabling Mathematics Learning of Struggling Students}, publisher={Springer International Publishing}, author={Tzur, Ron and Hunt, Jessica H.}, year={2022}, pages={47–71} }
 @article{hunt_marino_bentley_banzon_2022, title={Enhancing Engagement and Fraction Concept Knowledge With a Universally Designed Game Based Curriculum}, volume={20}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85131328572&partnerID=MN8TOARS}, number={1}, journal={Learning Disabilities}, author={Hunt, J. and Marino, M.T.M. and Bentley, A.D.B. and Banzon, K.H.A.}, year={2022}, pages={77–95} }
 @inbook{gillespie_winn_faber_hunt_2022, title={Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning}, volume={13356}, ISBN={9783031116469 9783031116476}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-031-11647-6_29}, DOI={10.1007/978-3-031-11647-6_29}, abstractNote={ASSISTments is a free online learning tool for improving students’ mathematics achievement by providing immediate feedback and hints to students, detailed information on how students performed to teachers, and instructional suggestions for teachers to use. Researchers at the Friday Institute for Educational Innovation conducted an intrinsic, longitudinal multiple-case study of 7th-grade mathematics teachers’ implementation of ASSISTments and its impact on their instruction before and during the COVID-19 pandemic. The study examined teachers’ use of ASSISTments in three instructional contexts: in- person only, remote only, and both in-person and remote. Our findings indicate that teachers in all contexts changed their instructional practices for homework review and for determining whether their students had understood lessons. Teachers used the ASSISTments auto-generated reports to focus their homework reviews, based on their students’ performance, and to provide instructional interventions and/or re-teaching. They also used the instructional suggestions provided by the ASSISTments platform to plan lessons to re-teach concepts or to review prior instruction with their students.}, booktitle={Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium}, publisher={Springer International Publishing}, author={Gillespie, Jamie and Winn, Kevin and Faber, Malinda and Hunt, Jessica}, year={2022}, pages={168–173} }
 @inproceedings{hunt_2022, title={Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity}, url={http://dx.doi.org/10.3102/ip.22.1888705}, DOI={10.3102/ip.22.1888705}, booktitle={AERA 2022}, publisher={AERA}, author={Hunt, Jessica}, year={2022} }
 @inproceedings{hunt_taub_marino_duarte_bentley_holdan_2022, title={Innovative game-based fraction curricula for all: Design, development, and feasibility of dream2B}, booktitle={Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022}, author={Hunt, J.H. and Taub, M. and Marino, M. and Duarte, A. and Bentley, B. and Holdan, K.}, editor={Chinn, C. and Tan, E. and Chan, C. and Kali, Y.Editors}, year={2022} }
 @article{martin_hunt_2022, title={Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base}, volume={14}, url={http://dx.doi.org/10.1080/19477503.2022.2105028}, DOI={10.1080/19477503.2022.2105028}, abstractNote={ABSTRACT One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students’ fraction learning. However, little research has been done to establish the effectiveness of this approach. We report the results of the second of two small studies of an intervention developed using a validated trajectory of students’ fraction concepts. Mixed methods analyses were conducted on students’ problem-solving actions across instructional sessions as well as their performance on a standards-aligned measure of fractional knowledge before and after instruction. Results suggest increases in both conceptual understanding and performance for nine students. We discuss the findings in relation to practice from the fields of mathematics education and special education and point to areas for future research.}, number={3}, journal={Investigations in Mathematics Learning}, publisher={Informa UK Limited}, author={Martin, Kristi and Hunt, Jessica H.}, year={2022}, month={Jul}, pages={235–249} }
 @article{wilson_hunt_2022, title={Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities}, volume={67}, ISSN={["1873-8028"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85133294348&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2022.100982}, abstractNote={Students with learning disabilities are often excluded from conversations about high-quality mathematics instruction as well as conversations about equitable mathematics instruction. As such, they may not be provided many opportunities to engage in mathematics with teachers who implement practices that the field of mathematics education would consider “high-quality” or “equitable”. In this paper, we examine how three students with learning differences participate in instruction that demonstrates aspects of high quality and equitable mathematics instruction. Our findings outline practices that appeared to support increased opportunities for students to demonstrate their own reasoning and sense making in mathematics. Contributions of this work include illuminations of specific pedagogical moves that may support students identified as having learning disabilities to engage in more student-centered, conceptually-oriented mathematics. • We examine how three students with learning disabilities participate when math instruction is designed to be student-centered. • Practices that aimed for equity & were conceptually-oriented appeared to improve sense making opportunities for the students. • This work outlines specific pedagogical moves that supported these students in using their own reasoning while “doing math.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Wilson, Jonee and Hunt, Jessica H.}, year={2022}, month={Sep} }
 @misc{tzur_hunt_2022, title={Nurturing Fractional Reasoning}, ISBN={9783030952150 9783030952167}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-95216-7_15}, DOI={10.1007/978-3-030-95216-7_15}, abstractNote={While central to a person’s life and study of mathematics, learning to reason and operate with fractions is among the most relentless sources of difficulty for students and teachers. To support teachers’ design and implementation of instruction that nurtures fractional reasoning in students with learning disabilities (LD) or difficulties, in this chapter we present a learning progression (trajectory) comprised of eight concepts, the early four based on the mental activity of iteration and the last four on recursive partitioning. This progression, unlike practices that focus on fractions as part-of-a-whole, focuses on and nurtures conceptualizing fractions as multiplicative relations. We organize the chapter to address two essential questions teachers frequently ask: “What does it mean for a student to know fractions well?” and, “What are some pedagogical moves, and the rationale for those moves, that teachers can use to foster intended conceptual advancements?” To inspire and assist teachers for using this progression to guide their work on fractions, we interweave descriptions of each concept and its importance with instructional tasks that help foster reflection on activities and abstraction of those concepts.}, journal={Enabling Mathematics Learning of Struggling Students}, publisher={Springer International Publishing}, author={Tzur, Ron and Hunt, Jessica H.}, year={2022}, pages={315–335} }
 @article{hunt_davis_duarte_2022, title={Transitioning mathematics teacher practices to broadcast pedagogy}, volume={5}, ISSN={["1464-5211"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85131078123&partnerID=MN8TOARS}, 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} }
 @inproceedings{gilespie_winn_faber_hunt_2021, title={A case study of teachers’ use of an online homework tool during in-person and remote instruction}, booktitle={National Council of Teachers of Mathematics Research Conference}, author={Gilespie, J. and Winn, K. and Faber, M. and Hunt, J.H.}, year={2021} }
 @inproceedings{hunt_martin_duarte_2021, title={Bob’s engagement in fraction multiplication tasks}, booktitle={National Council of Teachers of Mathematics Research Conference (NCTM)}, author={Hunt, J.H. and Martin, K. and Duarte, A.}, year={2021} }
 @inproceedings{hunt_martin_2021, title={Building a mathematics education evidence base: Fraction intervention}, booktitle={National Council of Teachers of Mathematics Research Conference}, author={Hunt, J.H. and Martin, K.}, year={2021} }
 @misc{hunt_ainslie_2021, title={Designing Effective Math Interventions}, ISBN={9781003014744}, url={http://dx.doi.org/10.4324/9781003014744}, DOI={10.4324/9781003014744}, abstractNote={Design effective, learner-driven math interventions with this accessible and thought-provoking guidebook. Learn how to set up instruction to promote participation and understanding, plan purposeful, targeted tasks, develop student thinking, and create tools to assess student work in a way that measures learning, not just performance. Chapters explore questions that educators frequently struggle with when designing interventions, offering user-friendly research and evidence-based strategies to help overcome common hurdles. This book is essential reading for anyone seeking an adaptive approach to Tier 2 and 3 interventions that positions struggling students as competent learners.}, publisher={Routledge}, author={Hunt, Jessica H. and Ainslie, Jenny}, year={2021}, month={Jun}, pages={1–111} }
 @inproceedings{hunt_silva_welch ptak_2021, title={Emma’s mathematical thinking}, booktitle={American Educational Research Association}, author={Hunt, J.H. and Silva, J. and Welch Ptak, J.}, year={2021} }
 @inbook{hunt_lewis_2021, place={New York, N.Y}, title={Extending Students’ Knowledge of Fractions as Relational Quantities: Teaching for Understanding}, ISBN={9781462546343 9781462546190 9781462546206}, booktitle={Intensifying mathematics interventions for struggling students}, publisher={The Guilford Press}, author={Hunt, J.H. and Lewis, K.}, editor={Bryant, D.P.Editor}, year={2021} }
 @inproceedings{hunt_duarte_miller_bentley_albrecht_2021, title={Impact of online professional learning on early math teacher’s perspectives of practice}, booktitle={National Council of Teachers of Mathematics Research Conference}, author={Hunt, J.H. and Duarte, A. and Miller, B. and Bentley, B. and Albrecht, L.}, year={2021} }
 @inproceedings{hunt_martin_2021, title={Intervention based on mathematical thinking improves students outcomes: Students with mathematics disabilities and difficulties}, booktitle={International Conference on Mathematics Education}, author={Hunt, J.H. and Martin, K.}, year={2021} }
 @article{hunt_martin_patterson_khounmeuang_2021, title={Special educators' knowledge of student mathematical thinking}, volume={7}, ISSN={["1573-1820"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85110048888&partnerID=MN8TOARS}, DOI={10.1007/s10857-021-09508-1}, journal={JOURNAL OF MATHEMATICS TEACHER EDUCATION}, author={Hunt, Jessica H. and Martin, Kristi and Patterson, Blain and Khounmeuang, Andy}, year={2021}, month={Jul} }
 @inproceedings{hunt_martin_2021, title={Testing a Fraction Intervention for Students With Learning Disabilities Based in Student Thinking}, url={http://dx.doi.org/10.3102/1690019}, DOI={10.3102/1690019}, booktitle={Proceedings of the 2021 AERA Annual Meeting}, publisher={AERA}, author={Hunt, J.H. and Martin, K.}, year={2021} }
 @inproceedings{hunt_marino_taub_duarte_anderson_brewer_2021, title={Universal design of a Tier 2 fraction video game}, booktitle={42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA)}, author={Hunt, J.H. and Marino, M. and Taub, M. and Duarte, A. and Anderson, K. and Brewer, J.}, year={2021} }
 @inproceedings{hunt_davis_duarte_2021, title={Using and transforming mathematics education pedagogy in a broadcast setting}, booktitle={National Council of Teachers of Mathematics Research Conference}, author={Hunt, J.H. and Davis, R. and Duarte, A.}, year={2021} }
 @article{hunt_stein_2020, title={Constructing Goals for Student Learning through Conversation}, volume={113}, url={http://dx.doi.org/10.5951/mtlt.2019.0008}, DOI={10.5951/mtlt.2019.0008}, abstractNote={Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.}, number={11}, journal={Mathematics Teacher: Learning and Teaching PK-12}, publisher={National Council of Teachers of Mathematics}, author={Hunt, Jessica and Stein, Mary Kay}, year={2020}, month={Nov}, pages={904–909} }
 @article{nelson_hunt_martin_patterson_khounmeuang_2020, title={Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties}, volume={45}, ISSN={0731-9487 2168-376X}, url={http://dx.doi.org/10.1177/0731948720932850}, DOI={10.1177/0731948720932850}, abstractNote={ The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base. }, number={3}, journal={Learning Disability Quarterly}, publisher={SAGE Publications}, author={Nelson, Gena and Hunt, Jessica H. and Martin, Kristi and Patterson, Blain and Khounmeuang, Andy}, year={2020}, month={Jun}, pages={159–171} }
 @article{hunt_martin_khounmeuang_silva_patterson_welch-ptak_2020, title={Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning}, ISSN={["2168-376X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85092285764&partnerID=MN8TOARS}, DOI={10.1177/0731948720963589}, abstractNote={ One of the most persistent 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. We report on foundational (i.e., a theory of change, establishment and refinement of learning trajectories, and core instructional components) and evaluative (pilot data on student outcomes) components of the intervention. The results of the study reveal positive effects of the program’s fidelity and potential to improve student outcomes in school settings. The positive outcomes support continued exploration and expansion of a new framework for supplemental intervention grounded in trajectories of student learning. }, journal={LEARNING DISABILITY QUARTERLY}, author={Hunt, Jessica H. and Martin, Kristi and Khounmeuang, Andy and Silva, Juanita and Patterson, Blain and Welch-Ptak, Jasmine}, year={2020}, month={Oct} }
 @article{macdonald_hunt_litster_roxburgh_leitch_2020, title={Diego’s Number Understanding Development through His Subitizing and Counting}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85094124762&partnerID=MN8TOARS}, DOI={10.1080/19477503.2020.1824287}, abstractNote={ABSTRACT Subitizing, a quick apprehension of the numerosity of a small set of items, has been found to explain students’ number understanding when counting. We utilized a constructivist teaching experiment methodology to investigate how the counting and subitizing activity of one student, Diego, related to his number understanding (described by his pre-numerical units construction) when solving early number tasks. Subitizing and counting tasks were designed to assess and leverage Diego’s pre-numerical units development. Findings indicated that as Diego’s pre-numerical units included more than one way to construct five, he still relied on external material. Implications of this study suggest that task design should be grounded in unique aspects of student reasoning and should be designed to promote students’ partitioning as well as use of finger patterns, pointing, and number words.}, journal={Investigations in Mathematics Learning}, author={MacDonald, B. and Hunt, J.H. and Litster, K. and Roxburgh, A. and Leitch, M.}, year={2020} }
 @article{lambert_sugita_yeh_hunt_brophy_2020, title={Documenting Increased Participation of a Student With Autism in the Standards for Mathematical Practice}, volume={112}, ISSN={["1939-2176"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85083058954&partnerID=MN8TOARS}, DOI={10.1037/edu0000425}, abstractNote={The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism, over the duration of 1 school year. Using field notes, videotapes of classroom interactions, student work, and teacher and student interviews, we examined the influence of the classroom activity system on this student’s participation in mathematical reasoning and discourse before and after a classroom intervention targeted to improve student engagement by making participation norms more explicit. Prior to the classroom intervention, Oscar did not participate verbally in small-group or whole-group mathematical discussion. After the classroom intervention, along with additional scaffolds such as increased peer accountability and collaborative strategy shares, Oscar increased his verbal and nonverbal participation in both small- and whole-group discussion. Through our year-long study, Oscar shifted from a student who did not speak in math class to one who explained his mathematical thinking in multiple contexts. We call for additional qualitative research in mathematics that seeks to understand the unique participation of students with autism, seeking understanding of how to better include these students in the Standards for Mathematical Practice. (PsycINFO Database Record (c) 2020 APA, all rights reserved)}, number={3}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Lambert, Rachel and Sugita, Trisha and Yeh, Cathery and Hunt, Jessica H. and Brophy, Shayne}, year={2020}, month={Apr}, pages={494–513} }
 @article{hunt_silva_2020, title={Emma's Negotiation of Number: Implicit Intensive Intervention}, volume={51}, ISSN={["1945-2306"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85089706650&partnerID=MN8TOARS}, DOI={10.5951/jresemtheduc-2019-0067}, abstractNote={We investigated the extent to which one elementary school child with ­working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child’s real-time negotiation of number over time: (a) initial “2s” and symmetry to consider counting on, (b) participatory awareness of 10 and use of algorithmic knowledge, (c) break apart and growing anticipation of tacit counting, and (d) advanced participatory tacit double counting. The results suggest a possible link between the child’s participatory knowledge and the extent to which her enacted activity met her goals for solving the problem more than her current “knowing.” The implications regarding a possible proof of concept toward implicit, intensive instruction are shared.}, number={3}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, author={Hunt, Jessica and Silva, Juanita}, year={2020}, month={May}, pages={334–360} }
 @inproceedings{hunt_martin_khounmeuang_patterson_2020, title={Mathematics Education Matters: Bolstering Special Educators' Knowledge of Student Thinking}, url={http://dx.doi.org/10.3102/1578449}, DOI={10.3102/1578449}, booktitle={Proceedings of the 2020 AERA Annual Meeting}, publisher={AERA}, author={Hunt, J.H. and Martin, K. and Khounmeuang, A. and Patterson, B.}, year={2020} }
 @inproceedings{hunt_2020, title={Preliminary evidence of effectiveness: Student-centered math intervention}, booktitle={Annual conference of the National Council of Teachers of Mathematics}, author={Hunt, J.H.}, year={2020} }
 @inproceedings{hunt_martin_patterson_2019, title={Additive reasoning as disabler of fraction reasoning: Where is disability?}, booktitle={Annual conference of the National Council of Teachers of Mathematics}, author={Hunt, J.H. and Martin, K. and Patterson, B.}, year={2019} }
 @inproceedings{hackenberg_hunt_macdonald_silva_2019, title={Differentiating instruction symposium}, booktitle={Annual conference of the National Council of Teachers of Mathematics}, author={Hackenberg, A. and Hunt, J.H. and MacDonald, B. and Silva, J.}, year={2019} }
 @misc{hunt_2019, title={Emma's Numbers: Whose Knowledge Is Valued? What Knowledge Is Valued?}, url={http://dx.doi.org/10.3102/1433219}, DOI={10.3102/1433219}, abstractNote={We investigated how one elementary school child with working memory differences made sense of composite natural numbers and unit fractions.Through mixed methods analysis of eight teaching experiment sessions, we uncovered shifts in the child's number reasoning: (a) Initial "twos" and symmetry/counting on, (b) Participatory awareness of ten, (c) Break apart, and (d) Advanced double counting.We also show developmental changes in unit fraction reasoning.Results suggests the child's reasoning and sense making advanced in unique ways not privileged in the research literature.We raise questions regarding knowledge not valued in narrow measures of ability and the impact on children over time.}, journal={Proceedings of the 2019 AERA Annual Meeting}, publisher={AERA}, author={Hunt, Jessica}, year={2019} }
 @article{hunt_silva_lambert_2019, title={Empowering students with specific learning disabilities: Jim's concept of unit fraction}, volume={56}, ISSN={["1873-8028"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85074152942&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2019.100738}, abstractNote={Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept. Through ongoing and retrospective analysis of data drawn from seven sessions, we uncovered three key features of Jim’s development that become connected and coordinated over time: (a) Use of midpoints and “sameness” to construct unit fractions as one-level structures, (b) Connecting constructed unit fractions with number relationships, and (c) Coordinating unit fractions across multiple wholes through iteration as two-level structures. Contributions of this work include insights into Jim’s unique abilities alongside instructional design components helpful for intervention planning: (a) Utilizing wide, accessible tasks that encourage multiple means of contextualizing, representing, and expressing knowledge, (b) Carefully considering constraints of representational materials to support operations and connections, and (c) Bridging existing knowledge to new activity. Results support a continued exploration and gathering of evidence toward a new framework for interventions called Small Environments that begins in the teacher’s responsiveness to children’s complex mathematical reasoning and specific learning abilities.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Hunt, Jessica H. and Silva, Juanita and Lambert, Rachel}, year={2019}, month={Dec} }
 @article{hunt_macdonald_silva_2019, title={Gina's mathematics: Thinking, tricks, or "teaching"?}, volume={56}, ISSN={["1873-8028"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85066484020&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2019.05.001}, abstractNote={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. Results of a multi-phase qualitative analysis reveal two themes evident in the child’s thinking structures across the sessions: (a) Gina’s accommodations over time versus traditional progressions, and (b) Persistent factors that interacted with the child’s reasoning. Throughout the analysis, we raise questions about the child’s reasoning and what the child’s apparent knowing and learning was relying upon. When well-intentioned researchers or educators provide children interventions that promote procedures and replication of teacher-taught strategies, not only are they not serving their children’s mathematics learning needs, they may be preventing them from engaging in, reflecting upon, and coordinating actions that support the children to accommodate their thinking structures and advance their learning. Discussion and implications are shared.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Hunt, Jessica H. and MacDonald, Beth L. and Silva, Juanita}, year={2019}, month={Dec} }
 @article{hunt_little_2019, title={Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics}, volume={46}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85058765648&partnerID=MN8TOARS}, DOI={10.1177/0040059914534617}, abstractNote={Mr. Powers, an elementary school special education teacher and interventionist, is deep in thought as he walks from his classroom. He just finished the 10th lesson of the school’s intervention curriculum unit focused on fractions and beginning fraction operations with a group of elementary students. The intensified small group lessons include opportunities for students to work with concrete, pictorial, and symbolic models of unit fractions (e.g., one third, one fourth, one fifth) and nonunit fractions (e.g., two fifths, three fourths) as the teacher models and talks aloud procedures for addition and subtraction when the denominators are the same. From the student results on the biweekly progress-monitoring assessments, he sees the improvements in student learning for most of the students who receive intervention services for the struggling students who were receiving Tier 2 interventions using the school district’s intervention curriculum. The students were so engaged in their learning, especially in the small groups, because the instruction and resources were scaffolded to meet their learning needs and included manipulatives to develop conceptual understanding. Charting the students’ progress from the curriculumbased assessments included in the curriculum resources has been a visual reminder of their learning. Although most show improvement, three students were not meeting criteria for mastery. Mr. Powers is concerned with their continued difficulty with the content and decides to work with them one-on-one in an effort to improve performance. He wants to ensure the students are learning fraction concepts aligned with grade-level and Common Core State Standards in Mathematics (CCSS-M). Yet, like other general and special education teachers in his building, Mr. Powers wonders how he can support understanding and use of content and practice standards embodied in the CCSS-M while attending to students’ unique strengths and weaknesses. Because three of the students are not mastering the standards through use of the standard protocol intervention curriculum alone, Mr. Powers is not sure what to try next.}, number={6}, journal={Teaching Exceptional Children}, publisher={SAGE Publications}, author={Hunt, J.H. and Little, M.E.}, year={2019}, pages={187–196} }
 @misc{hunt_2019, title={Marginalized Within a Marginalized Community: Supporting Meaning-Making}, url={http://dx.doi.org/10.3102/1438846}, DOI={10.3102/1438846}, abstractNote={We examined how three students with learning differences interacted in supplemental small group instruction designed to foster meaning for unit fractions.Results suggest decreased access to reasoning and sense making in mathematics for one student who was "marginalized among the marginalized".Three themes (i.e., Authority; Power and Positioning; Math as "The Answer") uncovered in the analysis raise questions about knowledge that was (and was not) valued and the impact on this student's access to mathematics.Furthermore, explicit moves by the teacherresearcher worked to position the child as a competent mathematical thinker and was related to his increasing propensity to persevere and productively struggle to make meaning in later sessions.Future research and implications are discussed.}, journal={Proceedings of the 2019 AERA Annual Meeting}, publisher={AERA}, author={Hunt, Jessica}, year={2019} }
 @inproceedings{lambert_yeh_hunt_2018, title={Access to mathematical discussion for students with disabilities}, booktitle={National Council of Teachers of Mathematics Research}, author={Lambert, R. and Yeh, C. and Hunt, J.H.}, year={2018} }
 @inproceedings{hunt_2018, title={Complex conceptions of fractions: Negotiating meaning in the small environment}, booktitle={National Council of Teachers of Mathematics Regional Conference}, author={Hunt, J.H.}, year={2018}, month={Nov} }
 @inproceedings{lambert_yeh_hunt_2018, title={Increasing access to mathematical discussion for students with disabilities: Designing intervention in student participation}, booktitle={American Educational Research Association}, author={Lambert, R. and Yeh, C. and Hunt, J.H.}, year={2018} }
 @inproceedings{hunt_2018, title={Navigating disability in intensive instruction: Learning complexity and small environments}, DOI={10.22318/cscl2018.1469}, booktitle={International Society of the Learning Sciences}, author={Hunt, J.H.}, year={2018}, month={Jun} }
 @article{hunt_2018, title={Navigating “disability”: Complexity and small environments}, volume={3}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85053816218&partnerID=MN8TOARS}, number={2018-June}, journal={Proceedings of International Conference of the Learning Sciences, ICLS}, author={Hunt, J.H.}, year={2018}, pages={1469–1470} }
 @article{lynch_hunt_lewis_2018, title={Productive Struggle for All: Differentiated Instruction}, volume={23}, url={http://dx.doi.org/10.5951/mathteacmiddscho.23.4.0194}, DOI={10.5951/mathteacmiddscho.23.4.0194}, abstractNote={Consider strategies that create access while maintaining the cognitive demand of a mathematics task.}, number={4}, journal={Mathematics Teaching in the Middle School}, publisher={National Council of Teachers of Mathematics}, author={Lynch, Sararose D. and Hunt, Jessica H. and Lewis, Katherine E.}, year={2018}, month={Jan}, pages={194–201} }
 @inproceedings{lambert_de freitas_sinclair_hunt_tan_2018, title={Reframing intervention for students with disabilities}, booktitle={National Council of Teachers of Mathematics Research}, author={Lambert, R. and de Freitas, E. and Sinclair, N. and Hunt, J.H. and Tan, P.}, year={2018} }
 @inproceedings{lambert_de freitas_sinclair_hunt_tan_2018, title={Reframing intervention: From “fixing” learners to deepening engagement for students with disabilities}, booktitle={American Educational Research Association Annual Meeting}, author={Lambert, R. and de Freitas, E. and Sinclair, N. and Hunt, J.H. and Tan, P.}, year={2018}, month={Apr} }
 @article{lambert_tan_hunt_candela_2018, title={Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice}, volume={10}, ISSN={1947-7503 2472-7466}, url={http://dx.doi.org/10.1080/19477503.2018.1463006}, DOI={10.1080/19477503.2018.1463006}, abstractNote={This special issue was inspired by the Critical Approaches to Disability in Mathematics Education working group, founded at the Psychology of Mathematics Education North America conference in Tucson, Arizona, in 2016 by James Sheldon and Kai Rand. A central focus of our small working group is to explore alternatives to the pervasive deficit constructions of students with disabilities in educational research in mathematics. We take up critical disability studies as a methodology, analyzing how ideologies and institutions like schools reproduce particular notions of ability and disability (Minich, 2016). We believe that multiple theoretical frameworks are necessary to understand the relationship between disability and mathematics, and that, in particular, a critical perspective is necessary to analyze the larger ideological and institutional structures that perpetuate a persistent lack of access to mathematical meaning making for learners with disabilities. Thus, we embarked on this special issue that would gather multiple theoretical perspectives on disability as it relates to mathematics education. Moving beyond narrow theoretical and pedagogical prescriptions for students with disabilities, the research and commentary in this special issue includes constructivist, sociocultural, and sociopolitical approaches to mathematics learning and disability, privileging research by and with individuals with disabilities. Too often, in educational research, people with disabilities are understood as subjects to be studied as opposed to agentic thinkers. To us, this approach to disability is ethically untenable; people with disabilities are people and learners, not collections of deficits or skill gaps. We seek to engage in rehumanizing learners (Langer-Osuna & Nasir, 2016), reframing disability within mathematics to bring the human to the forefront of the educational endeavor, rather than focusing on atomizing and cataloging deficits. We situate this inquiry within disability studies, viewing disability as both embodied and socially constructed (Siebers, 2008). We understand disability as part of human diversity, illuminating disability as both an identity and a political minority group engaged in an ongoing civil rights struggle (Siebers, 2008). We take up these multiple critical perspectives to analyze current mathematics educational research and practices in relationship to disability, asking how critical approaches can reframe “the problem” of mathematics and disability. Educational research on individuals with disabilities often implicitly or explicitly views disabilities by adopting a deficit model of the learner. The deficit model locates the “problem” only within the individual student rather than inclusive of the social, discursive, political, or structural contexts. As long as we understand the problem of disability as only within individuals, we lack the ability to understand the role that contexts play in a holistic sense of disability. For example, Lambert (2015) found that a teacher understood a student with learning disabilities as more disabled in a procedural mathematical pedagogy and less disabled in a conceptual, discussion-based mathematical pedagogy. Similarly, Heyd-Metzuyanim (2013) attributed her struggles as a teacher supporting the mathematics learning of a student with learning disabilities to the co-construction of disabled mathematical identity. These examples suggest that disability is both internal and interactional, constructed not only through individual differences, but how those differences are recognized, or not recognized, by teachers and societies. In a review of mathematics research on “low achievement” and disability in the 20th century, Magne (2001) stressed that low achievement is “not a fact but a human interpretation of relations between the individual and the environment” (p. 9). INVESTIGATIONS IN MATHEMATICS LEARNING 2018, VOL. 10, NO. 3, 129–132 https://doi.org/10.1080/19477503.2018.1463006}, number={3}, journal={Investigations in Mathematics Learning}, publisher={Informa UK Limited}, author={Lambert, Rachel and Tan, Paulo and Hunt, Jessica and Candela, Amber G.}, year={2018}, month={May}, pages={129–132} }
 @inproceedings{hunt_macdonald_silva_2018, title={Tacit, trick, or teach? What is Gina’s mathematical reality?}, booktitle={North American Chapter of the Psychology for Mathematics Education (PME-NA)}, author={Hunt, J.H. and MacDonald, B. and Silva, J.}, year={2018}, month={Nov} }
 @article{hunt_macdonald_lambert_sugita_silva_2018, title={Think-Pair-Show-Share to Increase Classroom Discourse}, volume={25}, ISSN={1073-5836 2327-0780}, url={http://dx.doi.org/10.5951/teacchilmath.25.2.0078}, DOI={10.5951/teacchilmath.25.2.0078}, abstractNote={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.}, number={2}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Hunt, Jessica H. and MacDonald, Beth and Lambert, Rachel and Sugita, Trisha and Silva, Juanita}, year={2018}, month={Oct}, pages={78–84} }
 @inproceedings{hunt_2018, title={Widening the lens: Exceptionality, knowing and learning, and multiple perspectives}, booktitle={American Educational Research Association Annual Meeting}, author={Hunt, J.H.}, year={2018}, month={Apr} }
 @article{throndsen_macdonald_hunt_2017, title={A kindergartener’s reasoning when developing cardinality of number}, volume={22}, number={2}, journal={Australian Primary Mathematics Classroom}, author={Throndsen, J. and MacDonald, B. and Hunt, J.H.}, year={2017}, pages={21–25} }
 @inproceedings{hunt_stein_2017, title={Coaching and mathematical goal setting}, booktitle={National Council of Teachers of Mathematics Research}, author={Hunt, J.H. and Stein, M.K.}, year={2017} }
 @inproceedings{hunt_silva_lambert_2017, title={From Trajectories, deficit, and differences to neurodiversity: The case of Jim}, booktitle={39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA)}, author={Hunt, J.H. and Silva, J. and Lambert, R.}, year={2017} }
 @inproceedings{lambert_hunt_yeh_sugita_2017, title={How neurodiversity can shape research: Rethinking engagement through the participation of students with autism}, booktitle={39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA)}, author={Lambert, R. and Hunt, J.H. and Yeh, C. and Sugita, T.}, year={2017} }
 @inproceedings{hunt_westenskow_moyer-packenham_2017, title={Progressions in fraction partitioning and quantification evidenced by children who experience low achievement in mathematics}, booktitle={American Education Research Association}, author={Hunt, J.H. and Westenskow, A. and Moyer-Packenham, P.}, year={2017} }
 @inproceedings{hunt_silva_2017, title={Unit coordination and partitioning activity of one child with mathematics learning disability: A case study}, booktitle={American Education Research Association}, author={Hunt, J.H. and Silva, J.}, year={2017} }
 @article{hunt_westenskow_moyer-packenham_2017, title={Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context}, volume={7}, ISSN={["2227-7102"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85078485437&partnerID=MN8TOARS}, DOI={10.3390/educsci7010037}, abstractNote={For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a longstanding assumption about the type of mathematics children with low achievement in mathematics “need” along with how these children are positioned in terms of mathematical thinking and reasoning. Our aim in this work is to identify ways of reasoning evident in the partitioning activity of 43 fifth-grade children as they solved equal sharing situations independent of instruction over ten sessions. Results reveal three themes of reasoning that show a resemblance between these children’s reasoning and existing frameworks of reasoning in equal sharing problems found in prior research among children who did not show low achievement in mathematics. We discuss the results in terms of the problem of a continued conceptualization of low achieving students’ need for specific kinds of teaching and learning experiences and/or detached instructional experiences in school. We advocate for an increase in research that examines how teachers can support participation of these children in mathematics classrooms such that children might develop powerful mathematics conceptions.}, number={1}, journal={EDUCATION SCIENCES}, publisher={MDPI AG}, author={Hunt, Jessica and Westenskow, Arla and Moyer-Packenham, Patricia S.}, year={2017}, month={Mar} }
 @article{hunt_tzur_2017, title={Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens}, volume={48}, ISSN={["1873-8028"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85028698956&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2017.06.007}, abstractNote={In this study, we challenge the deficit perspective on mathematical knowing and learning for children labeled as LD, focusing on their struggles not as a within student attribute, but rather as within teacher-learner interactions. We present two cases of fifth-grade students labeled LD as they interacted with a researcher-teacher during two constructivist-oriented teaching experiments designed to foster a concept of unit fraction. Data analysis revealed three main types of interactions, and how they changed over time, which seemed to support the students’ learning: Assess, Cause and Effect Reflection, and Comparison/Prediction Reflection. We thus argue for an intervention in interaction that occurs in the instructional process for students with LD, which should replace attempts to “fix” ‘deficiencies’ that we claim to contribute to disabling such students.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Hunt, Jessica and Tzur, Ron}, year={2017}, month={Dec}, pages={62–76} }
 @inproceedings{bundock_macdonald_hunt_2017, title={Writing to learn mathematics}, booktitle={39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA)}, author={Bundock, K. and MacDonald, B. and Hunt, J.H.}, year={2017} }
 @article{hunt_tzur_westenskow_2016, title={Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study}, volume={18}, ISSN={1098-6065 1532-7833}, url={http://dx.doi.org/10.1080/10986065.2016.1183089}, DOI={10.1080/10986065.2016.1183089}, abstractNote={ABSTRACT The literature seems limited in what is known about conceptual processes that underlie evolution of students with learning disabilities (SLD) conceptions of fractions. This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls. We analyze data segments from episodes conducted during a teaching experiment grounded in the activity of iterating estimates of one person's equal share. Our findings include four distinct conceptual stages: (1) No Conception of the Nature of Adjustment to the Magnitude of a Unit Fraction, (2) Evolving Anticipation of the Nature of Adjustment but not of its Relative Amount, (3) Anticipation of the Nature of Adjustment with an Evolving Partial Amount, and (4) a Dual Anticipation of the Nature and Amount of Adjustment. Findings demonstrate each girl was able to use her constructed scheme to successfully solve and reason about novel problems. We discuss the need for more research to confirm the findings from this study, while offering a conjecture of the possibilities for more SLDs to advance their conceptions of fractions in future interventions.}, number={3}, journal={Mathematical Thinking and Learning}, publisher={Informa UK Limited}, author={Hunt, Jessica Heather and Tzur, Ron and Westenskow, Arla}, year={2016}, month={Jun}, pages={182–208} }
 @article{hunt_welch-ptak_silva_2016, title={Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties}, volume={39}, url={http://dx.doi.org/10.1177/0731948716653101}, DOI={10.1177/0731948716653101}, abstractNote={ 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. The present 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. Clinical interviews were conducted with 43 students across the second, third, fourth, and fifth grades. Results of the study suggest that students with LD hold similar informal notions of key understandings of fractions as students with mathematics difficulties and that many of the students evidenced rudimentary understandings of fractional quantities. Researchers discuss implications of the findings in relation to considerations for designing interventions to support and extend students’ initial conceptions of fractional quantity. }, number={4}, journal={Learning Disability Quarterly}, publisher={SAGE Publications}, author={Hunt, Jessica H. and Welch-Ptak, Jasmine J. and Silva, Juanita M.}, year={2016}, month={Nov}, pages={213–225} }
 @inproceedings{hunt_welch-ptak_silva_2016, title={Initial understanding of fractions: Children with learning disabilities and difficulties}, booktitle={National Council of Teachers of Mathematics Research Conference (NCTM-R)}, author={Hunt, J.H. and Welch-Ptak, J. and Silva, J.}, year={2016} }
 @article{hunt_westenskow_silva_welch-ptak_2016, title={Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory}, volume={41}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/J.JMATHB.2015.11.004}, DOI={10.1016/J.JMATHB.2015.11.004}, abstractNote={Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity. This case study extends current literature by presenting KUs of fractional quantity, evidenced through problem solving strategies, observable operations, and naming/quantification of one fifth grader with LD before, during, and after seven instructional sessions situated in equal sharing. The researchers utilized a characterization of evolving fraction conceptions developed from research of children without disabilities that was ultimately productive in facilitating conceptual advances of the child with LD. We hypothesize that the trajectory of the child's conceptions is a case of something more general. Pending future research, the trajectory may be a useful tool to practitioners wishing to plan thoughtful, conceptually-based fraction instruction that is responsive to all children's evolving conceptions of fractions as quantities built through their own mathematical activity.}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Hunt, Jessica H. and Westenskow, Arla and Silva, Juanita and Welch-Ptak, Jasmine}, year={2016}, month={Mar}, pages={45–67} }
 @article{hunt_valentine_bryant_pfannenstiel_bryant_2016, title={Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities}, volume={37}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84959147525&partnerID=MN8TOARS}, DOI={10.1177/0741932515597293}, abstractNote={ Researchers design scripted supplemental mathematics programs for struggling students, such as students with learning disabilities (LD), to encourage an evidence-based presentation of concepts and use of instructional language in teachers’ implementation. In practice, teachers may or may not implement these programs with high fidelity, resulting in slight to substantial curriculum alterations. Yet there is a dearth of studies detailing the nature of changes teachers make during instruction or their perceptions of why the changes were necessary. We present a qualitative analysis of 10 special educators’ employment of a Base Ten Numeration and Multiplication/Division Strategies intervention with students with LD. Results show that teachers altered modeled practice and guided practice lesson components more than any other lesson component. Three interrelated themes illustrate reasons for pedagogy, materials, and tasks alterations: (a) scripted tasks/script, (b) connections, and (c) lesson delivery methods. }, number={2}, journal={Remedial and Special Education}, author={Hunt, J.H. and Valentine, C. and Bryant, D.P. and Pfannenstiel, K.H. and Bryant, B.R.}, year={2016}, pages={78–88} }
 @inproceedings{hunt_silva_welch-ptak_2016, title={Trajectories of fractions quantities: Students with learning disabilities and difficulties}, booktitle={National Council of Teachers of Mathematics}, author={Hunt, J.H. and Silva, J. and Welch-Ptak, J.}, year={2016} }
 @article{hunt_empson_2015, title={Exploratory Study of Informal Strategies for Equal Sharing Problems of Students with Learning Disabilities}, volume={38}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84920950516&partnerID=MN8TOARS}, DOI={10.1177/0731948714551418}, abstractNote={ Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student’s problem-solving strategies. Despite qualitative differences in thinking and representation use in students with LD that may exist, existing frameworks of student’s strategies for solving fraction problems are not inclusive of students with LD. This exploratory study extends existing literature by documenting the strategies students with LD use when solving fraction problems. Clinical interviews were conducted with 10 students across the third, fourth, and fifth grades ( N = 10). Results indicate students with LD used similar strategies as previously reported in research involving non-LD students, although the dominant strategy utilized was less advanced and the range of strategy use was relatively compact. Researchers suggest the nature of conceptual gaps students with LD display in their understanding of fractions originates from a malleable source. Implications for instruction and assessment are presented. }, number={4}, journal={Learning Disability Quarterly}, author={Hunt, J.H. and Empson, S.B.}, year={2015}, pages={208–220} }
 @article{tzur_hunt_2015, title={Iteration: Unit Fraction Knowledge and the French Fry Tasks}, volume={22}, url={http://dx.doi.org/10.5951/teacchilmath.22.3.0148}, DOI={10.5951/teacchilmath.22.3.0148}, abstractNote={Using these tasks can help nurture children's multiplicative notions of unit fractions beyond part-whole understanding.}, number={3}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Tzur, Ron and Hunt, Jessica}, year={2015}, month={Oct}, pages={148–157} }
 @inproceedings{tzur_hunt_westenskow_2015, title={Nature and utility of teacher questioning: A case study of constructivist-oriented math intervention}, booktitle={37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA)}, author={Tzur, R. and Hunt, J.H. and Westenskow, A.}, year={2015} }
 @article{hunt_2015, title={Notions of equivalence through ratios: Students with and without learning disabilities}, volume={37}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84920964513&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2014.12.002}, abstractNote={Students with learning disabilities (LD) specific to mathematics historically underperform in foundational content such as rational number equivalence. This study examined the strategy usage and multiplicative thinking of three third grade children (i.e., Bill, a child identified as having a learning disability specific to mathematics, Carl, a child labeled as low achieving in mathematics, and Albert, a child labeled as typically achieving) before, during, and after participating in tutoring sessions consisting of student-centered pedagogy and equivalence tasks presented through an underutilized interpretation of rational number: namely, the ratio interpretation. Constant comparison analysis of the children's work during the tutoring sessions as well as responses to tasks during two clinical interviews seemed to indicate that all three children increased their use of viable strategies, with notable differences in the sophistication of the strategies as well as the level of multiplicative thinking utilized before and after the ratio-based tutoring sessions. Yet, Bill's continued use of rudimentary strategies reflects a need for continued research to investigate why the use of such strategies persists and how supporting the development of more sophisticated strategies (especially among children with LD) can be achieved.}, journal={Journal of Mathematical Behavior}, author={Hunt, J.H.}, year={2015}, pages={94–105} }
 @inproceedings{hunt_westenskow_silva_welch-ptak_2015, title={Stu’s evolving conceptions of unit fractions}, booktitle={37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA)}, author={Hunt, J.H. and Westenskow, A. and Silva, J. and Welch-Ptak, J.}, year={2015} }
 @article{hunt_2015, title={Understanding the diverse mathematical thinking of learners. }, volume={20}, number={2}, journal={Australian Primary Mathematics Classroom}, author={Hunt, J.H.}, year={2015}, pages={15–21} }
 @article{hunt_2014, title={Effects of a Supplemental Intervention Focused in Equivalency Concepts for Students With Varying Abilities}, volume={35}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84899702420&partnerID=MN8TOARS}, DOI={10.1177/0741932513507780}, abstractNote={ The purpose of this study was to examine the effects of a Tier 2 supplemental intervention focused on rational number equivalency concepts and applications on the mathematics performance of third-grade students with and without mathematics difficulties. The researcher used a pretest–posttest control group design and random assignment of 19 participants to core instruction and 19 participants to core + intervention instruction. Intervention instruction included the ratio interpretation of rational number in conjunction with explicit and conceptual instructional components—judicious review opportunities, concrete and visual representations, systematic task progression focused on big ideas, teacher and student verbalizations, and multiple opportunities for practice—to deliver a sequence of 20 intervention sessions over a period of 4 weeks. Students receiving core instruction plus intervention outperformed those receiving only core instruction on a standard measure of the intervention content as well as a pretest–posttest measure reflective of the core curriculum. }, number={3}, journal={Remedial and Special Education}, author={Hunt, J.H.}, year={2014}, pages={135–144} }
 @inproceedings{hunt_tzur_westenskow_2014, title={Intermediate participatory stages in constructing the concept of unit fractions: Students with learning disabilities}, booktitle={38th Conference of the International Group for the Psychology of Mathematics Education (PME)}, author={Hunt, J.H. and Tzur, R. and Westenskow, A.}, year={2014} }
 @inbook{bryant_pfannenstiel_bryant_hunt_shin_2014, place={Hoboken, NJ}, title={Six Selecting and Tailoring Interventions for Students With Mathematics Difficulties}, ISBN={9781118368213}, booktitle={Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners}, publisher={Wiley}, author={Bryant, D.P. and Pfannenstiel, K.H. and Bryant, B.R. and Hunt, J. and Shin, M.}, editor={Mascolo, J.T. and Flanagan, D.P. and Alfonso, V.C.Editors}, year={2014}, pages={178–203} }
 @article{vasquez_powell_rodriguez_hunt_mckinney_straub_walker_vince-garland_2014, title={Using E-Cove to increase the efficiency of pre- service teacher observations. }, journal={Ed Tech Ideas}, publisher={Ed Technology Ideas}, author={Vasquez, E. and Powell, S. and Rodriguez, J. and Hunt, J.H. and McKinney, T. and Straub, C. and Walker, Z. and Vince-Garland, K.}, year={2014} }
 @article{hunt_vasquez_2013, title={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)}, volume={47}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84884950484&partnerID=MN8TOARS}, DOI={10.1177/0022466913506695}, abstractNote={ Hunt, J. H., & Vasquez, E. Effects of ratio strategies intervention on knowledge of ratio equivalence for students with learning disability. The Journal of Special Education. Advance online publication. (Original doi: 10.1177/0022466912474102 ) }, number={3}, journal={Journal of Special Education}, author={Hunt, J.H. and Vasquez, E.}, year={2013}, pages={197} }
 @article{hunt_vasquez_2013, title={Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability}, volume={48}, ISSN={0022-4669 1538-4764}, url={http://dx.doi.org/10.1177/0022466912474102}, DOI={10.1177/0022466912474102}, abstractNote={ Students with mathematics learning disabilities have a weak understanding of mathematical concepts that underlie success in Algebra I, such as ratios and proportional reasoning. In this study, researchers used a multiple baseline across participants design to evaluate the effects of a intervention based on a instructional trajectory of how students come to understand ratios through build-up, emergent unit, and unit strategies on performance on a test of ratio equivalence. Student performance during intervention indicated a functional relationship between the instruction and higher scores on a curriculum-based measure across three students. Student use of increasingly sophisticated strategies over the course of the intervention also increased. Results as well as possible implications and future research are discussed. }, number={3}, journal={The Journal of Special Education}, publisher={SAGE Publications}, author={Hunt, Jessica H. and Vasquez, Eleazar, III}, year={2013}, month={Mar}, pages={180–190} }
 @article{hunt_powell_little_mike_2013, title={The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions}, volume={36}, url={http://dx.doi.org/10.1177/0888406413502734}, DOI={10.1177/0888406413502734}, abstractNote={ There is a critical need to mentor novice special education teachers to meet the current and projected teacher shortages. However, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors, there is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions. Electronic mentoring (e-mentoring) using technology initiates solutions as e-mentoring can provide synchronous and asynchronous mentoring opportunities which increase collaboration time and reduce feelings of isolation and increases efficacy among new teachers. The article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program. }, number={4}, journal={Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children}, publisher={SAGE Publications}, author={Hunt, Jessica H. and Powell, Selma and Little, Mary E. and Mike, Alyson}, year={2013}, month={Nov}, pages={286–297} }
 @inproceedings{hunt_2012, place={Kalamazoo, MI}, title={Multiplicative thinking and strategy usage after tier two intervention: A student with mathematics learning disability}, booktitle={Proceedings of the 34thAnnual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={University of Michigan}, author={Hunt, J.H.}, editor={Lo, J. and Zoest, L.Editors}, year={2012} }
 @article{andreasen_hunt_2012, title={Using Math Stations for Commonsense Inclusiveness}, volume={19}, url={http://dx.doi.org/10.5951/teacchilmath.19.4.0238}, DOI={10.5951/teacchilmath.19.4.0238}, abstractNote={To meet diverse student needs, use an approach that is situated in understanding fractions.}, number={4}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Andreasen, Janet B. and Hunt, Jessica H.}, year={2012}, month={Nov}, pages={238–246} }
 @article{andreasen_hunt_2012, title={Using math stations for common sense inclusiveness. }, volume={19}, number={4}, journal={Teaching Children Mathematics}, author={Andreasen, J.A. and Hunt, J.H.}, year={2012}, pages={238–246} }
 @article{hunt_andreasen_2011, title={Beyond accommodations: Universal design for learning in mathematics.}, volume={17}, number={3}, journal={Mathematics Teaching in the Middle School}, author={Hunt, J.H. and Andreasen, J.A.}, year={2011}, pages={166–173} }
 @inproceedings{hunt_2011, place={Reno, NV}, title={Exploring the effects of ratio-based fraction intervention on middle school children identified as having a mathematics learning disability}, booktitle={Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={University of Nevada}, author={Hunt, J.H.}, editor={Wiest, L.R. and Lamberg, T.Editors}, year={2011} }
 @inbook{dieker_maccini_strickland_hunt_2011, place={Washington, DC}, title={Minimizing the weaknesses and maximizing the strengths of students with disabilities through reasoning and sense-making}, booktitle={Focus on high school students: Making mathematical reasoning and sense making a reality for all}, publisher={National Council of Teacher of Mathematics}, author={Dieker, L.A. and Maccini, P. and Strickland, T. and Hunt, J.}, editor={Strutchen, M. and Kepner, H.Editors}, year={2011} }
 @inproceedings{hunt_2011, place={Reno, NV}, title={Teaching fraction equivalency through the ratio interpretations: Performance of students with mathematics learning disabilities}, booktitle={Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={University of Nevada}, author={Hunt, J.H.}, year={2011} }
 @article{walker_hunt_2011, title={Teaching social skills to students with disabilities in middle school mathematics classrooms.}, volume={17}, number={5}, journal={Mathematics Teaching in the Middle School}, author={Walker, Z. and Hunt, J.H.}, year={2011}, pages={296–301} }
 @article{hunt_hu_2011, title={Theoretical Factors Affecting Parental Roles in Children's Mathematical Learning in American and Chinese-Born Mothers}, volume={21}, url={https://eric.ed.gov/?id=EJ957130}, number={2}, journal={School Community Journal}, author={Hunt, J.H. and Hu, B.}, year={2011}, pages={119–142} }
 @article{hunt_2010, title={Implementing effective co-teaching in middle school geometry.}, volume={16}, number={3}, journal={Mathematics Teaching in the Middle School}, author={Hunt, J.H.}, year={2010}, pages={154} }
 @article{hunt_2009, title={Prime or composite? Using area models and the factor gam to provide a visual framework}, volume={7}, number={1}, journal={ON-MATH}, author={Hunt, J.}, year={2009} }
 @article{hunt_akuyz_2009, title={The inner relatedness of area formulas for common figures}, volume={7}, number={1}, journal={ON-MATH}, author={Hunt, J. and Akuyz, D.}, year={2009} }
 @article{hunt_2006, title={Dancing triangles and their area}, volume={5}, number={1}, journal={ON-MATH}, author={Hunt, J.}, year={2006} }