This project is studying and supporting the development of conceptual understanding of fractions by students with learning disabilities (LD). Rather than focusing on whether students can or cannot develop conceptual understanding, the project is focused on uncovering the complex understanding students DO have.
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About Me (Bio):
I research learner complexity in inclusive small groups settings and one-on-one settings both inside and outside the contexts of schools. My work examines issues of access and inequality in relation to how children exhibit their thinking, the factors that may influence learning, and how teachers can navigate the uniqueness of students’ implicit and explicit thought processes. I also ground my work in the policy and systems level issues that schools and teachers face today.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Hunt, J. H., Silva, J., & Lambert, R. (2019). Empowering students with specific learning disabilities: Jim’s concept of unit fraction. The Journal of Mathematical Behavior, 56, 100738.*
- 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: A framework. Learning Disability Quarterly, 39(4), 213-225.*
- Hunt, J. H., MacDonald, B. L., & Silva, J. (2019). Gina’s mathematics: Thinking, tricks, or “teaching”?. The Journal of Mathematical Behavior, 56, 100707.*
- Hunt. J.H. & *Silva, J. (in press). Emma's negotiation of number: Implicit intensive intervention. Journal for Research in Mathematics Education.*