Faculty Profiles

Silva, J. M., Hunt, J. H., & Welch-Ptak, J. J. (2023). From (and for) the invisible 10%: Including students with learning disabilities in problem solving instruction. Journal of Research in Mathematics Education. https://doi.org/https://doi.org/10.5951/jresematheduc-2020-0117

Martínez Hinestroza, J., Silva, J. M., & Maldonado Rodriguez, L. A. (2022). Attending to others’ mathematical ideas: A semiotic alternative to logocentrism in bilingual classrooms. International Journal of Qualitative Studies in Education, Advance online publication. https://doi.org/10.1080/09518398.2022.2098398

Silva, J. M., Adams Corral, M., Martinez, R., Krause, G., Myers, M., Maldonado Rodriguez, L. A., & Amidon, J. (2022). Coming out on the other side of “the equity group”: From choqué to harmony. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. Lovett, J. Strayer, & S. Drown (Eds.) (pp. 2173–2175).

Silva, J. M., Maldonado Rodriguez, L. A., & White, D. Y. (2022). Doing right by our preservice teachers of color: Reflections by mathematics teacher educators of color. Journal of Mathematics Teacher Education in Texas, 12(1), 14–15.

Silva, J. M. (2021). Through an equity lens: Teaching practices on children who are bilingual with learning dis/abilities during mathematics discussions. Insights into Learning Disabilities, 18(2), 187–209.

Silva, J. M. (2020). Exploring the mathematical agency of a multilingual child with an identified learning disability. Teaching for Excellence and Equity in Mathematics, 11(3), 25–31.

Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J. M., 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, 00(0), 1–14.

Krause, G. H., Silva, J. M., & Aguilar, J. J. (2020). Bilingual pre-service teachers and their opportunities to learn. Investigations in Mathematics Learning, 12(4), 289–303. Retrieved from https://doi.org/10.1080/19477503.2020.1836458

Hunt, J., & Silva, J. M. (2020). Emma’s Negotiation of Number: Implicit Intensive Intervention. Journal for Research in Mathematics Education, 51(3), 334–360. Retrieved from http://dx.doi.org/10.5951/jresemtheduc-2019-0067

White, D. Y., Maldonado Rodriguez, L. A., Silva, J. M., & Anderson, C. (2020). Exploring culture in mathematics education from the perspectives of preservice teachers of color. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 587–591). Cinvestav/AMIUTEM/PME-NA. https://doi.org/https:/doi.org/10.51272/pmena.42.2020

Krause, G. H., Silva, J. M., & Aguilar, J. (2020). Language: A hidden resource in preparing bilingual pre-service teachers. In A. I. Sacristan, J. C. Cortéz-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings from the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 850–858). Cinvestar/AMIUTEM/PME-NA. https://doi.org/https://doi.org/10.51272/pmena.42.2020

Hunt, J. H., Silva, J. M., & Lambert, R. (2019). Empowering students with specific learning disabilities: Jim’s concept of unit fraction. Journal of Mathematical Behavior, 56. Retrieved from https://doi.org/10.1016/j.jmathb.2019.100738

Silva, J. M. (2019). The math agency of three emergent bilinguals with identified learning disabilities. In S. Otten, Z. deAraujo, A. G. Candela, C. Haines, & C. Munter (Eds.), Proceedings of the 41th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 242–247).

Hunt, J. H., & Silva, J. M. (2019). Emma’s counting and coordination of units supporting sense making for students with working memory differences. In S. Otten, Z. deAuraujo, A. G. Candela, C. Haines, & C. Munter (Eds.), Proceedings of the 41th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1477–1481).

Silva, J. M., Marrielle, M., Martinez, R., Langer-Osuna, J., & Amidon, J. (2019). Addressing equity and diversity issues around expansion, displacement, and growth in mathematics education. In S. Otten, Z. deAraujo, A. G. Candela, C. Haines, & C. Munter (Eds.), Proceedings from the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 2020–2025).

Hunt, J., MacDonald, B., & Silva, J. M. (2019). Gina’s mathematics: Thinking, tricks, or “teaching”? Journal of Mathematical Behavior, 56. Retrieved from https://doi.org/10.1016/j.jmathb.2019.05.001

Silva, J. M., Krause, G., & Maldonado, L. A. (2018). “Explicame tu estrategia”: Emergent bilingual’s development of mathematical agency in problem solving discussions. In Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1014). Greenville, SC: University of South Carolina & Clemson University.

Hunt, J., MacDonald, B., & Silva, J. M. (2018). Tacit, Trick, or “Teach”: What Is Gina’s Mathematical Reality? In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 914–921). University of South Carolina & Clemson University.

Hunt, J., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. M. (2018). Think-pair show-share to increase classroom discourse. Teaching Children Mathematics, 25(2), 78–84. Retrieved from https://www.jstor.org/stable/10.5951/teacchilmath.25.2.0078

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. https://doi.org/10.1177/0731948716653101

Hunt, J. H., Westenskow, A., Silva, J. M., & Welch-Ptak, J. (2016). Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu’s trajectory. Journal of Mathematical Behavior, 41, 45–67. https://doi.org/10.1016/j.jmathb.2015.11.004