Jessica Hunt

Organization/Institution

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)

*Hunt. J.H. & Ainslie, J.(2021). Designing effective math interventions: An educator’s guide to learner-driven instruction. New York, NY: Routledge
*Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J., Patterson, B., & Welch-Ptak, J. (2020). Design, development, and initial testing of asset-based intervention grounded in trajectories of student fraction learning. Learning Disability Quarterly, 0731948720963589.
*Hunt, J.H. & Stein, M.K. (2020). Constructing learning goals through conversation. Mathematics Teaching and Learning PK-12, 113(11), 904-909.
*Hunt, J.H. & Silva, J. (2020). Emma's negotiation of number: Implicit intensive intervention. Journal for Research in Mathematics Education, 51(3), 334-360.
*Hunt, J.H., *Silva, J. & Lambert, R. (2019). Empowering students with specific learning disabilities: Jim's unit fraction concept. Journal of Mathematical Behavior, 56, 100738.
*Hunt, J.H., MacDonald, B., & *Silva, J., (2019). Gina’s Mathematics: Thinking, Trick, or “Teaching”? Journal of Mathematical Behavior, 10007.

CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

North Carolina State University (NCSU)

07/01/2014

This project is documenting how students with learning disabilities (LD) access and advance their conceptual understanding of fractions. Rather than focusing on the knowledge students do not have, this work is focused on uncovering students' informal knowledge that can bridge to fractions and how instruction can be used to promote conceptual change.

Conversations Across Boundaries: Bringing PreK-2 Mathematics Experts Together

North Carolina State University (NCSU)

08/01/2023

Leaders in mathematics and elementary education are organizing and hosting a conference that brings together researchers from mathematics education, cognitive science, and special education. Organized over three face-to-face meetings with follow-up virtual meetings, the conference is designed to generate a set of teaching and learning principles as well as a collaborative research agenda among the fields, reflecting existing agreements regarding early mathematics and uncovering areas of disagreement where further exchange and generation of knowledge is needed.