@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_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} }
 @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} }