Judit Moschkovich

About Me (Bio)
Professor Moschkovich's research focuses on mathematical thinking and sociocultural approaches to mathematics learning. Her research agenda addresses three topics:
• The transition from arithmetic to algebraic thinking, especially representations of functions
• Mathematical discourse practices
• Learning and teaching mathematics in classrooms with bilingual Latino/a students and English learners

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

Dr. Moschkovich came to UCSC in 1999. She is a former mathematics instructor, having taught mathematics courses at San Francisco State University, Golden Gate University, the Upward Bound Program at USF, and the Yo Puedo Program at UCSC. She conducted her PhD work at UC Berkeley in the Department of Education in Mathematics Science and Technology (EMST). She was awarded the "Presidential Grants for School Improvement Research Recognition Award" for her dissertation in 1992 and taught courses as a lecturer at UC Berkeley from 1992-1993. She was a Researcher at IRL (Institute for Research on Learning) in Palo Alto from 1993-1998, where she collaborated in the MMAP (Middle School Mathematics through Applications) project, worked on designing assessment materials, and conducted research in mathematics classrooms. While at IRL she was awarded a National Science Foundation Research Planning Grant and a National Academy of Education (Spencer) Postdoctoral Fellowship (1995-1997). She worked at TERC in Cambridge, MA from 1998-1999, collaborating with the Cheche Konnen project. While at TERC she was Principal Investigator on a National Science Foundation grant to support the research project “Mathematical discourse in bilingual settings: Teaching and learning mathematics in two languages.” She recently published the book "Language and mathematics education." She was the co-editor, with M. Brenner, of NCTM monograph Number 11, “Everyday and academic mathematics: Implications for the classroom” and has published articles and book chapters in her research areas. She served on the Editorial Panel for the Journal for Research in Mathematics Education, the Review Board for the Journal for the Learning Sciences, and as Chair for the AERA SIG-Research in Mathematics Education from 2004-2006. She is currently a Principal Investigator at UCSC for the NSF funded “Center for Mathematics Education of Latinos/as” (CEMELA), a Center for Learning and Teaching (CLT).
University of North Carolina at Chapel Hill (UNC Chapel Hill)

The goal of the Center for the Mathematics Education of Latinos/as is to advance the field of mathematics education by:

(A) Developing an integrated model that connects mathematics teaching and learning to the cultural, social, and linguistic contexts of Latino/as students and (B) Increasing the number of mathematics educators and teachers with this integrated knowledge to ultimately improve the mathematics education of Latinos/as, particularly those of low-income backgrounds.