# Judit N. Moschkovich

Title | Professor |

Division | Social Sciences Division |

Department | Education Department |

Affiliations | Crown College, Latin American & Latino Studies, Chicano Latino Research Center |

Phone | 831-459-2004 |

FAX | 831-459-4618 |

Web Site | Judit Moschkovich Web Site UCSC Campus Directory Web Site Academia.edu |

Office | McHenry Library, Room 3126 |

Office Hours | Posted on office door |

Campus Mail Stop | Education Department |

1156 High Street Santa Cruz, CA 95064 |

### Research Interests

1. Mathematical thinking and learning, mathematical discourse, student understanding of functions.

2. Language and learning mathematics, mathematics learners who are bilingual or learning English, and mathematics instruction for English Learners.

3. Conceptual change in mathematics and science, discourse in mathematics and science classrooms.

Professor Moschkovich's research uses sociocultural approaches to study mathematical thinking and learning, mathematical discourse, and language issues in mathematics education. Her research has focused on the transition from arithmetic to algebraic thinking, mathematical discourse, and learning/teaching mathematics in classrooms with students who are bilingual, Latino/a, and/or learning English.

Her research has examined student understanding of algebraic and graphical representations of functions, mathematical discourse practices, and conceptual change in mathematics. She has conducted research in middle and high school mathematics classrooms with a large number of Latino/a students. Her recent publications focus on the relationship between language and learning mathematics, on analyses of mathematical discussions among bilingual Latino/a students, and on mathematics instruction for English learners.

### Biography, Education and Training

Dr. Moschkovich received her PhD from UC Berkeley, Department of Education in Mathematics Science and Technology (EMST). Before coming to UCSC in 1999, she was a lecturer at UC Berkeley, a Researcher at IRL (Institute for Research on Learning) in Palo Alto, and a Project Director at TERC in Cambridge, MA. At IRL she collaborated with MMAP (Middle School Mathematics through Applications) project, conducting research in mathematics classrooms. While at IRL she was awarded a National Science Foundation Research Planning Grant and a National Academy of Education (NAE/Spencer) Postdoctoral Fellowship. She also worked at TERC, collaborating with the Cheche Konnen project and as Principal Investigator on the NSF research project “Mathematical discourse in bilingual settings: Teaching and learning mathematics in two languages.” She is also a former mathematics instructor (San Francisco State University, USF Upward Bound Program, and UCSC Yo Puedo Programs).

In addition to published articles and book chapters, she is the editor of the book “Language and mathematics education: Multiple perspectives and directions for research” (2010), co-editor wiht Y. Li of "Proficiency and beliefs in learning and teaching mathematics (2013), co-editor with K. Tellez and M. Civil of “Latinos/as and mathematics education: Research on learning and teaching in classrooms and communities” (2011), and co-editor, with M. Brenner, of the Journal for Research in Mathematics Education (JRME) monograph, “Everyday and academic mathematics: Implications for the classroom” (2002).

She served on the Editorial Panel for the Journal for Research in Mathematics Education (1997-2000), the Review Board for the Journal for the Learning Sciences (1998-2002), and as Chair for the AERA SIG-Research in Mathematics Education (2004-2006). She served as co-editor of a Canadian Journal for Science, Mathematics, and Technology Education Special Issue on “Equitable access to participation in mathematical discussions: Looking at students’ discourse, experiences, and perspectives” (2011) and as a member of the Editorial Panel for a Special Issue on Equity of the Journal for Research in Mathematics Education (2008-2011). She currently serves on the Editorial Boards for the Journal of the Learning Sciences, Cognition and Isntrcution, and the Journal of Mathematicla Behavior.

Between 2009 and 2015 she served on the International Program Committee of the International Council for Mathematics Instruction (ICMI) Study #21 titled “Mathematics education and language diversity,” charged with organizing a working conference and producing an edited volume on the topic. The volume "Mathematics education and language diversity," is currently in press (co-edited with M. Setati-Phakeng, M. Domite, R. Barwell, P. Clarkson, A. Halai, M. Kazima, P. Valero, and M. Villavicencio).

Dr. Moschkovich was Co-PI for CEMELA (Center for the Mathematics Education of Latinos/as) a Center for Learning and Teaching funded by NSF from 2004 to 2011. She is a founding partner of “Understanding Language” (http://ell.stanford.edu), an initiative focusing on the role of language in subject-area learning and ways to support English Language Learners to meet the Common Core State Standards. She also served on the leadership committee of the initiative's Mathematics Work Group.

### Honors, Awards and Grants

-Member, Committee “Supporting English Learners in STEM Subjects,” National Academy of Sciences, Division of Behavioral and Social Sciences and Education, Board on Science Education (2107-2019).

-Yopp Distinguished Speaker in Mathematics Education. “A Socio-Cultural Approach to Academic Literacy in Mathematics for English Learners,” and "Mathematics & Language: Supporting English Learners in Mathematics Classrooms." School of Education, University of North Carolina, Greensboro, NC. 2015.

-Richard Andrews Distinguished Lecture in Mathematics Education. "Mathematics, Language, and the Common Core: Supporting English Learners in Mathematics Classrooms." College of Education, University of Missouri, Columbia, MO. 2015.

-Fifth Iris Carl Invited Keynote, “Equitable practices in mathematics classrooms: Research based recommendations.” Meeting of the National Council of Teachers of Mathematics (NCTM). 2012.

-Invited inaugural keynote, Frank A. Daniels Colloquium Series. "Language(s) and learning mathematics." School of Education, University of North Carolina, Chapel Hill, NC. 2012.

-Lappan-Phillipps-Fitzgerald Invited Address. “Integrating language(s) into research on mathematical thinking and learning.” School of Education, Michigan State University, East Lansing, MI. 2011.

-UC Office of the President, Co-Pi, California Subject Matter Projects-Mathematics, 2014-17.

-NSF, PI at UCSC for Center for Mathematics Education of Latinos/as (CEMELA), 2004-2011.

-NSF, PI, Mathematical discourse in bilingual settings, 1998-2003.

-National Academy of Education/Spencer Postdoctoral Fellowship, 1995-1997.

-NSF, Research Planning Grant, 1995-1997.

-UCOP, Presidential Grants for School Improvement Research Recognition Award, 1992.

### Selected Publications

For more publications see http://people.ucsc.edu/~jmoschko/publications.html

- Moschkovich, J.N. (1999) Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19(1), 11-19.
- Chiu, M., Kessel, C., Moschkovich, J.N., and Muñoz-Nuñez, A. (2001). Learning to graph linear functions: A case study of conceptual change. Cognition and Instruction, 19(2), 212-252.
- Moschkovich, J. N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2&3), 189-212.
- Moschkovich, J. N. (2007). Examining mathematical Discourse practices, For The Learning of Mathematics, 27(1), 24-30.
- Moschkovich, J. N. (2008). “I went by twos, he went by one:” Multiple interpretations of inscriptions as resources for mathematical discussions. The Journal of the Learning Sciences, 17(4), 551-587.
- Moschkovich, J. Editor (2010). Language and Mathematics Education: Multiple Perspectives and Directions for Research. Charlotte, NC: IAP.
- Moschkovich, J. N. (2012). How equity concerns lead to attention to mathematical discourse. In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in Discourse for Mathematics Education: Theories, Practices, and Policies. NY, NY: Springer.
- Moschkovich, J. N. (2013). Issues regarding the concept of mathematical practices. In Y. Li and J. N. Moschkovich, (Eds.), Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Günter Toerner. Rotterdam, Netherlands: Sense Publishers, 257-275.
- Y. Li and J. N. Moschkovich, Editors (2013). Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Günter Toerner. Rotterdam, Netherlands: Sense Publishers.
- Moschkovich, J. N. (2013). Principles and guidelines for equitable mathematics teaching practices and materials for English language learners. Journal of Urban Mathematics Education, July 2013, Vol. 6, No. 1, pp. 45–57.
- Moschkovich, J. N. (2014). Building on student language resources during classroom discussions. In M. Civil & E. Turner (Eds.)
*The Common Core State Standards in mathematics for English language learners: Grades K-8*. Alexandria, VA: TESOL International Association. - Moschkovich, J. N. (2015). Academic literacy in mathematics for English Learners. Journal of Mathematical Behavior.
*Journal of Mathematical Behavior,*40, 43-62. - Moschkovich, J. N. (2015). Scaffolding mathematical practices.
*ZDM,*47 (7), 1067-1078. - R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús, Editors (2016).
*Mathematics Education and Language Diversity*, ICMI (International Council for Mathematics Instruction) Study #21. Springer International Publishing. (Co-editors appear in alphabetical order). - R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, & M. Villavicencio Ubillús (2016). Introduction: An ICMI study on language diversity in mathematics education. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús (Eds.),
*Mathematics Education and Language Diversity*, ICMI (International Council for Mathematics Instruction) Study #21. Springer International Publishing, 1-22. (Co-authors appear in alphabetical order). - Langer-Osuna, J., Moschkovich, J.N., Norén, E., Powell, A., & Vazquez, S. (2016). Student agency and counter-narratives in diverse multilingual mathematics classrooms: Challenging deficit perspectives. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús (Eds.),
*Mathematics Education and Language Diversity*, ICMI (International Council for Mathematics Instruction) Study #21. Springer International Publishing, 163-173. (Co-authors appear in alphabetical order).

### Selected Presentations

For more presentations see http://people.ucsc.edu/~jmoschko/plenaries.html

- Integrating language into the study of mathematics cognition and learning. Invited presentation, plenary panel “The Cultural Learning Sciences,” International Conference for the Learning Sciences, Santa Monica, CA, 2004.
- What do mathematics teachers need to learn about language? Invited keynote, Conference “Teaching Teachers Mathematics.” Mathematical Sciences Research Institute, UC Berkeley CA, 2007.
- Beyond words: Language and learning mathematics. Invited plenary address, Research Pre-session, NCTM, 2008.
- Language(s) and learning mathematics. Invited keynote, California Mathematics Council North, Asilomar, CA, 2008.
- Language(s) and learning mathematics. Invited plenary address, Fourth Annual Symposium on Teaching and Learning Mathematics in Multilingual Classrooms, University of South Africa (UNISA) and University of Witswatersrand, Johannesburg, South Africa, 2009.
- Integrating language(s) into research on mathematical thinking and learning. Invited Lappan-Phillips-Fitzgerald address, Michigan State University, 2011.
- ELLs and the Common Core in mathematics. Webinar, 2012. See http://ell.stanford.edu/event/ells-and-common-core-mathematics
- Equitable practices in mathematics classrooms: Research based recommendations. Fifth Iris Carl Invited Keynote, NCTM, 2012.
- Supporting success in mathematics for English learners with the Common Core State Standards. National Academy of Sciences, Washington, DC. 2013.
- Recomendaciones para la enseñanza de las matemáticas con estudiantes bilingües. Invited keynote at the international seminar "Mathematics Education in Contexts of Cultural and Linguistic Diversity," Ministry of Education, Lima, Peru. 2013.
- Common Core and English Learners: Focusing on Mathematical Practices English Learners. Invited presentation at the NCTM Interactive Institute on High School Mathematics “Infusing the Classroom with Reasoning and Sense Making,” Los Angeles, CA. 2015.

### Teaching Interests

Mathematics education

Mathematical thinking and learning

Mathematical discourse

Conceptual change in mathematics and science

Research design

Vygotskian and Neo-Vygotskian theories

### Courses Taught

EDUC 185B: Introduction to Mathematics EducationEDUC 183: Children's Mathematical Thinking

EDUC 228: Math Education-Research and Practice

EDUC 253: Research Design in Math and Science Education

EDUC 281: Conceptual Change in Science and Mathematics

EDUC 261: Thinking, Learning, Teaching

EDUC 285: Culture and Learning

EDUC 290 Cultural-Historical Activity Theory