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

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.

I. Esmonde and J. N. Moschkovich, Editors (2011). Equitable Access to Participation in Mathematical Discussions: Looking at Students’ Discourse, Experiences, and Perspectives. Special Issue of The Canadian Journal for Science, Mathematics, and Technology Education. Introduction by I. Esmonde and J. N. Moschkovich. PDF

K. Tellez, J. Moschkovich, and M. Civil, Editors (2011). Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing.

J. N. Moschkovich, Editor (2010). Language and Mathematics Education: Multiple Perspectives and Directions for Research. Charlotte, NC: Information Age Publishing. Research in Mathematics Education Series, Barbara J. Dougherty (Series Editor).

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., Velazquez, G., Moschkovich, J.N., Vahey, P., & Lara-Meloy, T. (2012) Mathematics teaching practices with technology that support conceptual understanding for Latino/a students. Journal of Mathematical Behavior, 31(2012), 431–446.

Setati, M. & Moschkovich, J. N. (2010). Mathematics education and language diversity: A dialogue across settings. Journal for Research in Mathematics Education, Special Issue on Equity, June 2010, Volume 41, 4 -10. PDF

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. PDF

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 here or 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. PDF

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

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

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. PDF

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. PDF

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. PDF

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

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

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. PDF

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. PDF

Book Chapters

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.

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, 89-105. PDF

Tellez, K., Moschkovich, J. N., & Civil, M. (2011). Latinas/os and mathematics education: Why this book now? In K. Tellez, J. Moschkovich, and M. Civil (Eds.), Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing, 1-18. PDF

Zahner, W. & Moschkovich, J. N. (2011). Bilingual students using two languages during peer mathematics discussions: ¿Qué significa? Estudiantes bilingües usando dos idomas en sus discusiones matemáticas: What does it mean? In K. Tellez, J. Moschkovich, and M. Civil (Eds.), Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing. PDF

Moschkovich, J. N. (2011). Supporting mathematical reasoning and sense making for English Learners. In M. Strutchens & J. Quander (Eds.), Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students. Reston, VA: NCTM, 17-36. PDF

Moschkovich, J. N. (2010). Language, culture, and equity in secondary mathematics classrooms. In J. Lobato and F. Lester (Eds.), Teaching and Learning Mathematics: Translating Research for Secondary School Teachers, Reston, VA: NCTM, 75-80. PDF

Moschkovich, J. N. (2010). Language, culture, and equity in elementary mathematics classrooms. In D. Lambdin and F. Lester (Eds.), Teaching and Learning Mathematics: Translating Research for Elementary School Teachers, Reston, VA: NCTM, 67-72. PDF

Moschkovich, J. N. (2010). Ecological perspectives on mathematical reasoning practices in Latino/a communities in the borderlands. In R. Kitchen and M. Civil (Eds.), Transnational and Borderland Studies in Mathematics Education, New York: Routledge, Taylor & Francis Group, 1-22. PDF

Moschkovich, J. N. (2009). How language and graphs support conversation in a bilingual mathematics classroom. In R. Barwell (Ed.), Multilingualism in Mathematics Classrooms: Global Perspectives, Bristol, UK: Multilingual Matters Press, 78-96. PDF

Moschkovich, J. N. and Nelson-Barber, S. (2009). What mathematics teachers need to know about culture and language. In B. Greer, S. Mukhopadhyay, S. Nelson-Barber, and A. Powell (Eds.), Culturally Responsive Mathematics Education, New York: Routledge, Taylor & Francis Group, 111-136. PDF

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. PDF

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. PDF

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. PDF

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. PDF

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). PDF

Conference Proceedings

Moschkovich, J.N. (2012). Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core. Proceedings of the “Understanding Language” Conference, Stanford University, CA. Website

Vahey, P., Lara-Meloy, T., Moschkovich, J., Velazquez, G. (2010). Representational Technology For Learning Mathematics: An Investigation of Teaching Practices in Latino/a Classrooms. Proceedings of the International Conference of the Learning Sciences, Chicago, IL. Volume 1, 285-292. PDF

Zahner, W., & Moschkovich, J. N. (2010). The social organization of a middle school mathematics discussion. In R. Lesh, P.L. Galbraith, and C.R. Hurford (Eds.) Modeling students’ mathematical modeling competencies: ICTMA 13 (International Conference for the Teaching of Modeling and Applications, pp. 373-384). New York: Springer. PDF

Moschkovich, J.N. (2004). “I went by twos, he went by ones:” Multiple Ways of Talking About Graphs. In Y. Kafai, W. Sandoval, N. Enyedy, A. Nixon & F. Herrera (Eds.), Embracing diversity in the learning sciences: The Proceedings of the Sixth Fifth International Conference of the Learning Sciences (ICLS), 3-4. University of California Los Angeles, Santa Monica, CA. Lawrence Erlbaum Associates: NJ.

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. PDF

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.