Faculty Affiliates

Judit N. Moschkovich
  • Title
    • Professor
  • Division Social Sciences Division
  • Department
    • Education Department
  • Affiliations Crown College, Latin American & Latino Studies, Research Center for the Americas
  • Phone
    831-459-2004
  • Email
  • Fax
    831-459-4618
  • Website
  • Office Location
    • McHenry Library, 3126
    • McHenry Library, Room 3126
  • Office Hours Posted on office door
  • Mail Stop Education Department
  • Mailing Address
    • 1156 High Street
    • Santa Cruz CA 95064
  • Faculty Areas of Expertise Mathematics Education, Learning Sciences, Cognition, Learning and Learning Theory, Education, Teacher Education
  • Courses EDUC 185B: Introduction to Mathematics Education; EDUC 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
  • Advisees, Grad Students, Researchers Brittany Meghan Caldwell, Salvador Huitzilopochtli, Julianne Elsie Foxworthy Gonzalez

Summary of Expertise

Mathematics Education, Learning Sciences

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 as member on a Consensus Committee “Supporting English Learners in STEM Subjects,” National Academies of Sciences, Division of Behavioral and Social Sciences and Education (2016-2019). She was named a 2018 Fellow of the American Educational Research Association (AERA) and received the 2019 Distinguished Scholar Award, Special Interest Group for Research in Mathematics Education (SIG-RME), American Educational Research Association.

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

-Distinguished Scholar Award, Special Interest Group for Research in Mathematics Education (SIG-RME), American Educational Research Association (2019).

-Fellow, American Educational Research Association (2018). 

https://www.youtube.com/watch?v=BjJ4aoDEbLE

-Member, Consensus 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 (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 (2014-19).

-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

Selected Presentations

 

  • 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.
  • Academic literacy in mathematics for adolescent English Learners. San Diego State University, Center for Research in Mathematics and Science Education, San Diego, CA, 2016.
  • A socio-cultural approach to academic literacy in mathematics for bilingual and multilingual learners. Dortmund Technical University, Mathematics Department, Dortmund, Germany, 2016.
  • Integrating language(s) into research on mathematical thinking and learning. Presentation at Simon Fraser University, Vancouver, Canada, 2016.
  • Mathematics, Common Core, and Language: Focusing on mathematical practices with English Learners. Invited presentation, NCTM Innov8 Conference on Equity, Las Vegas, NV, 2017.
  • Math, Common Core, and language: Focusing on mathematical practices. Invited talk presented at the Annual Conference of the California Mathematics Council North, Asilomar, CA, 2017.        

Selected Recordings

1. Video Interview (10 minutes): Teaching English Learners Math (2012) https://www.youtube.com/watch?v=gUfpnIbq4TA

Professor Moschkovich talks about teaching math for conceptual understanding with students who are learning English. 

2. Video Interview (40 minutes): ELLs and Common Core in Mathematics (2015) https://vimeo.com/123889734

3. Yopp Distinguished Speaker in Mathematics Education. School of Education, University of North Carolina, Greensboro, NC (2015) https://sites.google.com/a/uncg.edu/uncg-mathematics-education/yopp-speakers/dr-judit-moschkovich

 Morning talk for researchers (1 hour): A Socio-Cultural Approach to Academic Literacy in Mathematics for English Learners.

 Afternoon talk for practitioners (1 hour): Mathematics and Language: Supporting English Learners in Mathematics Classrooms.

Teaching Interests

Mathematics education
Mathematical thinking and learning
Mathematical discourse
Conceptual change in mathematics and science
Research design
Vygotskian and Neo-Vygotskian theories