Dr. Hansen is an Assistant Professor at Seton Hall University in the Department of Educational Studies. Broadly, Dr. Hansen’s research interests are focused on helping students with learning difficulties succeed. Her work has appeared in a variety of peer-reviewed journals, including Teacher Education and Special Education, Teaching Exceptional Children, Journal of Education for Teaching, Journal of Learning Disabilities, International Journal of Qualitative Studies in Education, and Journal of Educational Psychology.
In her first line of research, Dr. Hansen investigates the processes and skills that underlie mathematics achievement with an eye toward improving educational practice for students who are struggling in mathematics. Specifically, her work has focused on students’ learning of fractions, a topic that has been long-recognized as an area of difficulty for many U.S. students. Dr. Hansen’s most recent research, inspired by her teaching, focuses on how pre- and in-service teachers conceive of and engage with disability. She explores how and why disability is often excluded from conversations related to diversity and social justice.
Prior to joining the faculty at Seton Hall University, Dr. Hansen worked for seven years as a professor – beginning as an Assistant Professor and then as an Associate Professor – at Fairleigh Dickinson University. She received her Ph.D. in Education from the University of Delaware, M.A.T. in Special Education from The College of New Jersey, and B.S. in Special Education and Math/Science/Technology from The College of New Jersey. While at the University of Delaware, Dr. Hansen worked as a research assistant at the Center for Improving Learning of Fractions. Before pursuing her doctoral studies, Dr. Hansen worked as an inclusion teacher at the elementary level.
- Ph.D. University of Delaware
- M.A.T. The College of New Jersey
- B.S. The College of New Jersey
Selected Peer Reviewed Journal Articles
Hansen, N., Kan, I., Bialka, C.S., & Lundell, A. (accepted). Are teachers talking about disability?: An investigation of factors associated with discussion in PK-12 classrooms. International Journal of Disability, Development, and Education.
Hansen, N., Bialka, C.S., & Wong, S. (2022). Reading literature about disabled children and adolescents: a window into PSTs' emerging understanding of disability. Journal of Education for Teaching. Advance online publication.
Bialka, C.S., Hansen, N., & Wong, S. J. (2021). Erasure or empowerment?: How pre-service teachers address disability when using children’s literature. International Journal of Qualitative Studies in Education. Advance online publication.
Rodrigues, J., Jordan, N. C., & Hansen, N. (2019). Identifying fraction measures as screeners of mathematics risk status. Journal of Learning Disabilities 52(6), 480-497.
Bialka, C. S., Hansen, N., & Wong, S. J. (2019). Breaking the cycle: Preparing pre-service teachers for disability related discussions. Teacher Education and Special Education, 42(2), 147-160.
Hansen, N., Rinne, L. F., Jordan, N. C., Ye, A., Resnick, I., & Rodrigues, J. (2017). Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade. Learning and Individual Differences, 60, 18-42.
Rodrigues, J., Dyson, N., Hansen, N., & Jordan, N. C. (2017). Preparing for algebra by building fraction sense. Teaching Exceptional Children, 49(2), 134-141.
Bailey, D.H., Hansen, N., & Jordan, N. C. (2017). The co-development of children’s fraction arithmetic skill and fraction magnitude understanding. Journal of Educational Psychology, 109(4), 509-519.
Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: a longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45-59.
Jordan, N. C., Resnick, I., & Rodrigues, J., Hansen, N., & Dyson, N. (2017). The Delaware longitudinal study of fraction learning: Implications for helping children with mathematics learning difficulties. Journal of Learning Disabilities, 50(6), 621-630.
Resnick, I., Jordan, N. C., Hansen, N., Rajan, V., Rodrigues, J., Siegler, R. S., & Fuchs, L. S. (2016). Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. Developmental Psychology, 52(5), 746-757.
Hansen, N., Jordan, N. C., Siegler, R. S., Fernandez, E., Gersten, R., Fuchs, L., & Micklos, D. (2015). General and math-specific predictors of sixth-graders’ knowledge of fractions. Cognitive Development, 35, 34-49.
Jordan, N. C., Rinne, L., & Hansen, N. (2019). Mathematics learning difficulties in the United States: Current issues in screening and intervention. In A. Fritz-Stratmann, V. Haase, P. Rasanen (Eds.), The International Handbook of Math Learning Difficulties: From the Lab to the Classroom.
Jordan, N. C., Resnick, I., Hansen, N., & Rodrigues, J. (2017). Fraction development in children: importance of building numerical magnitude understanding. In D. C. Geary, D. Berch, R. Ochsendorf, & K. M. Koepke (Eds.), Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Mathematical Cognition and Learning, Vol. 3.