Judit Moschkovich, Professor of Education
Email: jmoschko@ucsc.edu
Office: Social Sciences 1, Room 235
Phone: 831-459-2004
Fax: 831-459-4618
Office Hours: Days/times vary each quarter. See signup sheet on office door.

Bio | Selected Publications | Projects | Plenaries/Key Notes
Teaching at UCSC | Awards and Grants

Selected Publications

Abstracts

Books and Monographs

J. N. Moschkovich, Editor (in press). Language and mathematics education: Multiple perspectives and directions for research, Information Age Publishing.

M. Brenner and J. Moschkovich, Editors. (2002). Everyday and academic mathematics:  Implications for the classroom. Monograph Number 11 in the series published by the Journal for Research in Mathematics Education (153 pages). Preface by J.N. Moschkovich.

Journal Articles

Zahner, W. & Moschkovich, J. N. (2010). Talking while computing in groups: The not-so private functions of computational private speech in mathematics discussions. Mind, Culture, & Activity.

Moschkovich, J. N. (2009). Using two languages when learning mathematics: How can research help us understand mathematics learners who use two languages? Research Brief and Clip, National Council of Teachers of Mathematics, available online at http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_12_Using_2.pdf

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

Moschkovich, J. N. (2007). Using two languages while learning mathematics, Educational Studies in Mathematics, 64(2), 121-144.

Moschkovich, J. N. (2004). Appropriating mathematical practices: A case study of learning to use and explore functions through interaction with a tutor.  Educational Studies in Mathematics.

Moschkovich, J. N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, Special issue on Diversity, Equity, and Mathematical Learning, N. Nassir and P. Cobb (Eds.), 4(2&3), 189-212.

Moschkovich, J. (2002). An Introduction to examining everyday and academic mathematical practices. In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics:  Implications for the classroom.  Journal for Research in Mathematics Education, Monograph Number 11, 1-11.

Moschkovich, J. N. (2002). Bringing together workplace and school mathematical practices in the classroom. In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics:  Implications for the classroom. Journal for Research in Mathematics Education, Monograph Number 11, 93-110.

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. (1999). Students’ use of the x-intercept as an instance of a transitional conception. Educational Studies in Mathematics. 37, 169-197. Abstract

Moschkovich, J. N. (1999). Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics. 19(1), 11-19. Abstract

Moschkovich, J. N. (1998). Rethinking authentic assessments of students’ mathematical activity. Focus on Learning Problems in Mathematics. Abstract

Moschkovich, J. N. (1998). Resources for refining conceptions: Case studies in the domain of linear functions. The Journal of the Learning Sciences, 7(2): 209-237.

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

Book Chapters

Moschkovich, J. N. (2007) Beyond words to mathematical content: Assessing English Learners in the mathematics classroom. In A. Schoenfeld (Ed), Assessing Mathematical Proficiency. New York: Cambridge University Press.

Moschkovich, J.N. (2007) Bilingual Mathematics Learners: How views of language, bilingual learners, and mathematical communication impact instruction. In N. Nassir and P. Cobb (Eds.), Diversity, Equity, and Access to Mathematical Ideas. New York: Teachers College Press.

Moschkovich, J. N. (2000). Learning Mathematics in two languages: Moving from obstacles to resources. In W. Secada (Ed.), Changing Faces of Mathematics (Vol. 1): Perspectives on multiculturalism and gender equity. Reston, VA: NCTM. Abstract

Moschkovich, J.N. and Brenner, M.B. (2000). Integrating a naturalistic paradigm into research on mathematics and science cognition and learning. In Lesh, R. & Kelly, A. (Eds.). Handbook of Research Design in Mathematics & Science Education. Lawrence Erlbaum Associates, Inc: New Jersey. Abstract

Moschkovich, J.N. (1999) Understanding the needs of Latino students in reform-oriented mathematics classrooms. In L. Ortiz-Franco, N. Hernandez, and Y. De La Cruz (Eds.), Changing the faces of mathematics (Vol. 4): Perspectives on Latinos. Reston, VA: NCTM. Abstract

Moschkovich, J.N, Schoenfeld, A., and Arcavi, A. (1993). Aspects of understanding: On multiple perspectives and representations of linear relations, and connections among them. In T.A. Romberg, E. Fennema and T.P. Carpenter (Eds.), Integrating Research on the Graphical Representation of Function. Hillsdale, NJ: Erlbaum. (69-100).

Conference Proceedings

Moschkovich, J.N. (2003). What counts as mathematical discourse?  In N. Pateman, B. Dougherty, and J. Zilliox (Eds.), Proceedings  of the 2003 Joint Meeting of the  International Group for the Psychology of Mathematics Education (PME) and the North American Chapter Chapter of PME (PME-NA). CRDG, College of Education, University of Hawai’i: Honolulu, Hawai’i.

Goldman, S. and Moschkovich, J.N. (1998). Technology environments for middle school: Embedding mathematical activity in design projects. Proceedings of the International Conference of the Learning Sciences, Atlanta, GA.

Moschkovich, J.N. (1997). Mathematical practices in insurance agents’ work. Proceedings of the 19th Annual Meeting of Psychology for Mathematics Education, North American chapter (pp. 143–149). Columbus, OH: ERIC Clearinghouse for Mathematics, Science, and Environmental Education.

Moschkovich, J.N. (1996). Learning mathematics in two languages. Proceedings of the Twentieth Annual Meeting of the International Group for the Psychology of Mathematics Education, Spain.

Goldman, S., Moschkovich, J.N., and the MMAP Project Team (1995). Environments for collaborating mathematically. In J. Schnase and E. Cunniues (Eds.), Proceedings of the First International Conference on Computer Support for Collaborative Learning. Bloomington, IN (pp. 143-146).

Moschkovich, J.N. (1993). Describing graphs of linear equations during peer discussions: The negotiation and transformation of students' language use. In J. Rossi Becker and B. Pence (Eds.), Proceedings of the Fifteenth Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 201-210). San Jose, CA: SJSU Center for Mathematics and Computer Science Education.

Lobato, J., Moschkovich, J. N., Chiu, M., Kessel, C., and Muñoz, A. (1993). Persistence and transformation of a student's alternative strategy in the domain of linear functions. In J. Rossi Becker and B. Pence (Eds.), Proceedings of the Fifteenth Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 184-191). San Jose, CA: SJSU Center for Mathematics and Computer Science Education.

Moschkovich, J.N. (1992). Students' use of the x-Intercept: An instance of a transitional conception. In W. Geeslin and K. Graham (Eds.), Proceedings of the Sixteenth Meeting of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 128-135). Durham, NH: Program Committee of the Sixteenth PME Conference.

Moschkovich, J.N. (1990). Students' interpretations of linear equations and their graphs. In G. Booker, P. Cobb, and T. Mendicuti (Eds.), Proceedings of the Fourteenth Meeting of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 109-116). Morelos, Mexico: Program Committee of the Fourteenth PME Conference.

Technical Reports

Schoenfeld, A.H., Brenner, M. E., Franco, J., Hernandez Heinz, T., Hilberg, Manaster, A., Moschkovich, J. N., Stage, E., Stoddart, T., and  Wu, H. (2000, October). Pathways to Algebra for all of California’s children. Request for Proposals prepared by the University of California All Campus Collaborative on Outreach, Research and Dissemination (UC ACCORD) Mathematics Research Advisory Group.