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Judit N. Moschkovich

Home Directory Judit N. Moschkovich

Title:	Associate Professor of Mathematics Education
Specialization:	Math and Science Education
Email:	jmoschko@ucsc.edu
Phone:	(831) 459-2004 Office
Office:	Social Sciences 1, 235
Office Hours:	Fall 2009 Quarter: Mondays 2:00-3:00 & Wednesdays 1:00-2:00
Personal Page:	http://people.ucsc.edu/~jmoschko/

Education History
Ph.D., Mathematics Education University of California, Berkeley

Courses Taught
EDUC 187 Cognition and Instruction EDUC 228 Math Education: Research and Practice EDUC 253 Research Design in Mathematic and Science Education EDUC 260A, EDUC 260B Math Education and Latinos EDUC 261 Think, Learn, Teach EDUC 281 Conceptual Change in Science and Mathematics

Research Focus
Mathematical thinking and learning, student understanding of linear functions, mathematical discourse, and bilingual mathematic learners.

Selected Publications

Examining mathematical Discourse practices, For The Learning of Mathematics, 27(1), 24-30, 2007.

Beyond words to mathematical content: Assessing English Learners in the mathematics classroom. In A. Schoenfeld (Ed), Assessing Mathematical Proficiency. Cambridge University Press, 345-352. 2007

Bilingual Mathematics Learners: How Views of Language, Bilingual Learners, and Mathematical Communication Impact Instruction.“ In Nassir. and Cobb (Eds.) Diversity, Equity, and Access to Mathematical Ideas. Teachers College Press, 121-144 2007

Using two languages while learning mathematics. Educational Studies in Mathematics, 2007.

Appropriating mathematical practices: A case study of learning to use and explore functions through interaction with a tutor. Educational Studies in Mathematics, 5:49-80, 2004.

A Situated and Sociocultural Perspective on Bilingual Mathematics Learners. Mathematical Thinking and Learning, Special Issue on "Diversity, Equity, and Matematical Learning", edited by N. Nassir and P. Cobb (Eds.), 4(2 & 3), 189-212, 2002.

Everyday and Academic Mathematics in the Classroom. M. Brenner and J. Moschkovich, Eds. Journal for Research in Mathematics Education Monograph Number 11, 2002.

An Introduction to Examining Everyday and Academic Mathematical Practices. In M. Brenner and J. Moschkovich, Eds. Journal for Research in Mathematics Education Monograph Number 11, Reston, VA. NCTM, 2002.

Learning to Graph Linear Functions: A Case Study in Conceptual Change. With M. M. Chiu, C. Kessel, A. Munoz-Nunez, Cognition and Instruction, 2001, 19(2), 212-252, 2001.

Integrating a Naturalistic Paradigm into Research on Mathematics and Science Cognition and Learning. (With M. Brenner). In Lesh, R. and Kelly, A. (Eds.). Handbook of Research Design in Mathematics and Science Education. Mahwah, N. J.: Lawrence Erlbaum Associates, 2000, pp 457-486, 2000.

Students' Use of the X-intercept as an Instance of a Transitional Conception. Educational Studies in Mathematics, 37, 169-197, 1999.

Supporting the Participation of English Language Learners in Mathematical Discussions. For the Learning of Mathematics, 19(1), 11-19, 1999.

Understanding the Needs of Latino Students in Reform Oriented Mathematics Classrooms. In L. Ortiz-Franco, N. G. Hernandez, and Y. De La Cruz, (Eds.), Changing the Face of Mathematics. Vol. 4, Perspectives on Latinos, Reston, VA: National Council of Teachers of Mathematics, 5-12, 1999.

Resources for Refining Mathematical Conceptions: Case Studies in Learning about Linear Functions. Journal of the Learning Sciences, 7(2), 209-237, 1998.

Moving Up and Getting Steeper-Negotiating Shared Descriptions of Linear Graphs. Journal of the Learning Sciences, 5(3), 239-277, 1996.

Aspects of Understanding: On Multiple Perspectives and Representations of Linear Relations, and Connections among Them. With A. Schoenfeld and A. Arcavi. In T. A. Romberg, E. Fennema, and T. P. Carpenter (Eds.), Integrating Research on the Graphical Representations of Functions. Hilldale, H. J.: Lawrence Erlbaum Associates,69-100, 1993.