Jessica Hunt

Hunt, J. H., & Martin, K. (2023, November 10). Bob's Productive Task Engagement in Fractional Reasoning: A Case Study. LEARNING DISABILITY QUARTERLY, Vol. 11. https://doi.org/10.1177/07319487231209507

Hunt, J. H. H., Taub, M., Marino, M., Duarte, A., Bentley, B., Holman, K., & Kuhlman, A. (2023). Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest. EDUCATION SCIENCES, 13(7). https://doi.org/10.3390/educsci13070646

Hunt, J., Taub, M., Duarte, A., Bentley, B., Womack-Adams, K., Marino, M., … Kramarski, B. (2023). Elementary Teachers' Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention. EDUCATION SCIENCES, 13(11). https://doi.org/10.3390/educsci13111071

Silva, J. M., Hunt, J. H., & Welch-Ptak, J. (2023). 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. https://doi.org/10.5951/jresematheduc-2020-0117

Hunt, J., Duarte, A., Miller, B., Bentley, B., Albrecht, L., & Kruse, L. (2023). Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning. EDUCATION SCIENCES, 13(1). https://doi.org/10.3390/educsci13010068

Nelson, G., Crawford, A., Hunt, J., Park, S., Leckie, E., Duarte, A., … Zarate, K. (2022, January 31). A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties. LEARNING DISABILITIES RESEARCH & PRACTICE, Vol. 1. https://doi.org/10.1111/ldrp.12272

Marino, M., Hunt., J. H., & Taub, M. (2022). 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.

Pan, Y., Hu, B. Y., Hunt, J., Wu, Z., Chen, Y., & He, M. (2022). Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities. Journal of Early Childhood Research, 9, 1476718X2211255. https://doi.org/10.1177/1476718X221125583

Hunt, J. H., & Tzur, R. (2022). Connecting Theory to Concept Building: Designing Instruction for Learning. https://doi.org/10.1007/978-3-030-95216-7_5

Hunt, J. H., Marino, M., Taub, M., Duarte, A., Holdan, K., & Bentley, B. (2022). 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.

Tzur, R., & Hunt, J. H. (2022). Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers. In Enabling Mathematics Learning of Struggling Students (pp. 47–71). https://doi.org/10.1007/978-3-030-95216-7_3

Hunt, J., Marino, M. T. M., Bentley, A. D. B., & Banzon, K. H. A. (2022). Enhancing Engagement and Fraction Concept Knowledge With a Universally Designed Game Based Curriculum. Learning Disabilities, 20(1), 77–95. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85131328572&partnerID=MN8TOARS

Gillespie, J., Winn, K., Faber, M., & Hunt, J. (2022). 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). https://doi.org/10.1007/978-3-031-11647-6_29

Hunt, J. (2022). Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity. AERA 2022. Presented at the AERA 2022. https://doi.org/10.3102/ip.22.1888705

Hunt, J. H., Taub, M., Marino, M., Duarte, A., Bentley, B., & Holdan, K. (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.

Martin, K., & Hunt, J. H. (2022). Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base. Investigations in Mathematics Learning, 14(3), 235–249. https://doi.org/10.1080/19477503.2022.2105028

Wilson, J., & Hunt, J. H. (2022). Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities. JOURNAL OF MATHEMATICAL BEHAVIOR, 67. https://doi.org/10.1016/j.jmathb.2022.100982

Tzur, R., & Hunt, J. H. (2022). Nurturing Fractional Reasoning. https://doi.org/10.1007/978-3-030-95216-7_15

Hunt, J., Davis, R., & Duarte, A. (2022, May 25). Transitioning mathematics teacher practices to broadcast pedagogy. INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, Vol. 5. https://doi.org/10.1080/0020739X.2022.2074903

Gilespie, J., Winn, K., Faber, M., & Hunt, J. H. (2021). 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.

Hunt, J. H., Martin, K., & Duarte, A. (2021). 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).

Hunt, J. H., & Martin, K. (2021). 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.

Hunt, J. H., & Ainslie, J. (2021). Designing Effective Math Interventions. https://doi.org/10.4324/9781003014744

Hunt, J. H., Silva, J., & Welch Ptak, J. (2021). Emma’s mathematical thinking. American Educational Research Association. Presented at the American Educational Research Association.

Hunt, J. H., & Lewis, K. (2021). 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.

Hunt, J. H., Duarte, A., Miller, B., Bentley, B., & Albrecht, L. (2021). 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.

Hunt, J. H., & Martin, K. (2021). 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.

Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2021, July 9). Special educators' knowledge of student mathematical thinking. JOURNAL OF MATHEMATICS TEACHER EDUCATION, Vol. 7. https://doi.org/10.1007/s10857-021-09508-1

Hunt, J. H., & Martin, K. (2021). 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. https://doi.org/10.3102/1690019

Hunt, J. H., Marino, M., Taub, M., Duarte, A., Anderson, K., & Brewer, J. (2021). 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.

Hunt, J. H., Davis, R., & Duarte, A. (2021). 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.

Hunt, J., & Stein, M. K. (2020). Constructing Goals for Student Learning through Conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904–909. https://doi.org/10.5951/mtlt.2019.0008

Nelson, G., Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2020). Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties. Learning Disability Quarterly, 45(3), 159–171. https://doi.org/10.1177/0731948720932850

Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J., Patterson, B., & Welch-Ptak, J. (2020, October 8). Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning. LEARNING DISABILITY QUARTERLY. https://doi.org/10.1177/0731948720963589

MacDonald, B., Hunt, J. H., Litster, K., Roxburgh, A., & Leitch, M. (2020). Diego’s Number Understanding Development through His Subitizing and Counting. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2020.1824287

Lambert, R., Sugita, T., Yeh, C., Hunt, J. H., & Brophy, S. (2020). Documenting Increased Participation of a Student With Autism in the Standards for Mathematical Practice. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 112(3), 494–513. https://doi.org/10.1037/edu0000425

Hunt, J., & Silva, J. (2020). Emma's Negotiation of Number: Implicit Intensive Intervention. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 51(3), 334–360. https://doi.org/10.5951/jresemtheduc-2019-0067

Hunt, J. H., Martin, K., Khounmeuang, A., & Patterson, B. (2020). Mathematics Education Matters: Bolstering Special Educators' Knowledge of Student Thinking. Proceedings of the 2020 AERA Annual Meeting. Presented at the 2020 AERA Annual Meeting. https://doi.org/10.3102/1578449

Hunt, J. H. (2020). 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.

Hunt, J. H., Martin, K., & Patterson, B. (2019). 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.

Hackenberg, A., Hunt, J. H., MacDonald, B., & Silva, J. (2019). 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.

Hunt, J. (2019). Emma's Numbers: Whose Knowledge Is Valued? What Knowledge Is Valued? Presented at the 2019 AERA Annual Meeting. https://doi.org/10.3102/1433219

Hunt, J. H., Silva, J., & Lambert, R. (2019). Empowering students with specific learning disabilities: Jim's concept of unit fraction. JOURNAL OF MATHEMATICAL BEHAVIOR, 56. https://doi.org/10.1016/j.jmathb.2019.100738

Hunt, J. H., MacDonald, B. L., & Silva, J. (2019). Gina's mathematics: Thinking, tricks, or "teaching"? JOURNAL OF MATHEMATICAL BEHAVIOR, 56. https://doi.org/10.1016/j.jmathb.2019.05.001

Hunt, J. H., & Little, M. E. (2019). Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics. Teaching Exceptional Children, 46(6), 187–196. https://doi.org/10.1177/0040059914534617

Hunt, J. (2019). Marginalized Within a Marginalized Community: Supporting Meaning-Making. Presented at the 2019 AERA Annual Meeting. https://doi.org/10.3102/1438846

Lambert, R., Yeh, C., & Hunt, J. H. (2018). 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.

Hunt, J. H. (2018). 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.

Lambert, R., Yeh, C., & Hunt, J. H. (2018). 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.

Hunt, J. H. (2018). 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. https://doi.org/10.22318/cscl2018.1469

Hunt, J. H. (2018). Navigating “disability”: Complexity and small environments. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1469–1470. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85053816218&partnerID=MN8TOARS

Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School, 23(4), 194–201. https://doi.org/10.5951/mathteacmiddscho.23.4.0194

Lambert, R., de Freitas, E., Sinclair, N., Hunt, J. H., & Tan, P. (2018). 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.

Lambert, R., de Freitas, E., Sinclair, N., Hunt, J. H., & Tan, P. (2018). 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.

Lambert, R., Tan, P., Hunt, J., & Candela, A. G. (2018). Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice. Investigations in Mathematics Learning, 10(3), 129–132. https://doi.org/10.1080/19477503.2018.1463006

Hunt, J. H., MacDonald, B., & Silva, J. (2018). 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.

Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think-Pair-Show-Share to Increase Classroom Discourse. Teaching Children Mathematics, 25(2), 78–84. https://doi.org/10.5951/teacchilmath.25.2.0078

Hunt, J. H. (2018). 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.

Throndsen, J., MacDonald, B., & Hunt, J. H. (2017). A kindergartener’s reasoning when developing cardinality of number. Australian Primary Mathematics Classroom, 22(2), 21–25.

Hunt, J. H., & Stein, M. K. (2017). 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.

Hunt, J. H., Silva, J., & Lambert, R. (2017). 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.

Lambert, R., Hunt, J. H., Yeh, C., & Sugita, T. (2017). 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.

Hunt, J. H., Westenskow, A., & Moyer-Packenham, P. (2017). 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.

Hunt, J. H., & Silva, J. (2017). 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.

Hunt, J., Westenskow, A., & Moyer-Packenham, P. S. (2017). Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context. EDUCATION SCIENCES, 7(1). https://doi.org/10.3390/educsci7010037

Hunt, J., & Tzur, R. (2017). Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens. JOURNAL OF MATHEMATICAL BEHAVIOR, 48, 62–76. https://doi.org/10.1016/j.jmathb.2017.06.007

Bundock, K., MacDonald, B., & Hunt, J. H. (2017). 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.

Hunt, J. H., Tzur, R., & Westenskow, A. (2016). Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study. Mathematical Thinking and Learning, 18(3), 182–208. https://doi.org/10.1080/10986065.2016.1183089

Hunt, J. H., Welch-Ptak, J. J., & Silva, J. M. (2016). Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties. Learning Disability Quarterly, 39(4), 213–225. https://doi.org/10.1177/0731948716653101

Hunt, J. H., Welch-Ptak, J., & Silva, J. (2016). 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.

Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2016). 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. https://doi.org/10.1016/J.JMATHB.2015.11.004

Hunt, J. H., Valentine, C., Bryant, D. P., Pfannenstiel, K. H., & Bryant, B. R. (2016). Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities. Remedial and Special Education, 37(2), 78–88. https://doi.org/10.1177/0741932515597293

Hunt, J. H., Silva, J., & Welch-Ptak, J. (2016). 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.

Hunt, J. H., & Empson, S. B. (2015). Exploratory Study of Informal Strategies for Equal Sharing Problems of Students with Learning Disabilities. Learning Disability Quarterly, 38(4), 208–220. https://doi.org/10.1177/0731948714551418

Tzur, R., & Hunt, J. (2015). Iteration: Unit Fraction Knowledge and the French Fry Tasks. Teaching Children Mathematics, 22(3), 148–157. https://doi.org/10.5951/teacchilmath.22.3.0148

Tzur, R., Hunt, J. H., & Westenskow, A. (2015). 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.

Hunt, J. H. (2015). Notions of equivalence through ratios: Students with and without learning disabilities. Journal of Mathematical Behavior, 37, 94–105. https://doi.org/10.1016/j.jmathb.2014.12.002

Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2015). 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.

Hunt, J. H. (2015). Understanding the diverse mathematical thinking of learners. . Australian Primary Mathematics Classroom, 20(2), 15–21.

Hunt, J. H. (2014). Effects of a Supplemental Intervention Focused in Equivalency Concepts for Students With Varying Abilities. Remedial and Special Education, 35(3), 135–144. https://doi.org/10.1177/0741932513507780

Hunt, J. H., Tzur, R., & Westenskow, A. (2014). 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.

Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Hunt, J., & Shin, M. (2014). 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.

Vasquez, E., Powell, S., Rodriguez, J., Hunt, J. H., McKinney, T., Straub, C., … Vince-Garland, K. (2014). Using E-Cove to increase the efficiency of pre- service teacher observations. . Ed Tech Ideas.

Hunt, J. H., & Vasquez, E. (2013). 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. https://doi.org/10.1177/0022466913506695

Hunt, J. H., & Vasquez, E., III. (2013). Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability. The Journal of Special Education, 48(3), 180–190. https://doi.org/10.1177/0022466912474102

Hunt, J. H., Powell, S., Little, M. E., & Mike, A. (2013). 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. https://doi.org/10.1177/0888406413502734

Hunt, J. H. (2012). 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.

Andreasen, J. B., & Hunt, J. H. (2012). Using Math Stations for Commonsense Inclusiveness. Teaching Children Mathematics, 19(4), 238–246. https://doi.org/10.5951/teacchilmath.19.4.0238

Andreasen, J. A., & Hunt, J. H. (2012). Using math stations for common sense inclusiveness. . Teaching Children Mathematics, 19(4), 238–246.

Hunt, J. H., & Andreasen, J. A. (2011). Beyond accommodations: Universal design for learning in mathematics. Mathematics Teaching in the Middle School, 17(3), 166–173.

Hunt, J. H. (2011). 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.

Dieker, L. A., Maccini, P., Strickland, T., & Hunt, J. (2011). 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.

Hunt, J. H. (2011). 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.

Walker, Z., & Hunt, J. H. (2011). Teaching social skills to students with disabilities in middle school mathematics classrooms. Mathematics Teaching in the Middle School, 17(5), 296–301.

Hunt, J. H., & Hu, B. (2011). Theoretical Factors Affecting Parental Roles in Children's Mathematical Learning in American and Chinese-Born Mothers. School Community Journal, 21(2), 119–142. Retrieved from https://eric.ed.gov/?id=EJ957130

Hunt, J. H. (2010). Implementing effective co-teaching in middle school geometry. Mathematics Teaching in the Middle School, 16(3), 154.

Hunt, J. (2009). Prime or composite? Using area models and the factor gam to provide a visual framework. ON-MATH, 7(1).

Hunt, J., & Akuyz, D. (2009). The inner relatedness of area formulas for common figures. ON-MATH, 7(1).

Hunt, J. (2006). Dancing triangles and their area. ON-MATH, 5(1).