# Tasks and Pedagogy

See our new curriculum page for updated resources and research!

**Articles**

Hunt, J. & Stein, M. (accepted for publication). Constructing goals for student learning through conversation. *Mathematics Teacher: Learning **and Teaching Pre-K–12*.

Tzur, R. & Hunt. J. **Iteration: Unit fraction knowledge and the French fry tasks. ***Teaching Children Mathematics*, 22(3), 148-157.

*Promote students’ unit fraction concepts through purposively designed platform tasks and pedagogy!*

Listen to an audio introduction below!

Hunt, J. & Little, M. (2015) Intensifying interventions for students by identifying and remediating conceptual understandings in mathematics. *Teaching Exceptional Children*, 46(6), 187-196.

*Learn about how to design specialized interventions in mathematics through a problem-solving approach.*

Listen to an audio introduction below!

Hunt, J.H. (2014). How to better understand the diverse mathematical thinking of learners. *Australian Primary Mathematics Classroom*, 20(2), 15-21.

*Learn about a practical way to utilize interviews as a window into student thinking!*

Listen to an audio introduction below!

Lynch, S., Hunt, J., & Lewis, K. (2018). Productive struggle for all: Differentiated Instructio

n. Mathematics Teaching in the Middle School, 23(4), 194-201.

*Consider ways to maintain cognitive demand and promote productive struggle in accessible Tier 1 classrooms!*

Listen to an audio introduction below!

**Think-Pair-Show-Share to Increase Classroom Discourse**

Hunt, J., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2019). Think-pair-show-share to increase classroom discourse. Teaching Children Mathematics, 25(2), 78-84.

*Use Universal Design for Learning to support student-centered discourse in small group and large group instruction!*

Listen to an audio introduction below!

**Diagnostic Clinical Interview**

**A Handbook and Tool for Uncovering Children’s Conceptions of Fractions (coming soon!)**

Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.

**Lesson and Case Study**

**Case 1: Evoking Conceptions through Informal Knowledge: Fractions and Equal Sharing**

This case illustrates ways in which the teacher responded to two students’ use of informal knowledge to reason about the mathematics involved in equal sharing problems.

**Case 2: Evoking Conceptions of Fractions through Iteration: Lia and Devon**

This case provokes teachers’ reflection of how being responsive to students’ own activity while solving problems can support understanding. Iteration is presented as a mechanism to support the unit fraction concept

**Case 3: Evoking Conceptions of Fractions through Reasoning and Representation: Jerry’s Partitioning**

This case presented is based on research that examined mathematical thinking of an elementary student with a visual/spatial processing disability along with teacher-student interactions.