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 served as Associate Editor for Infancia y Aprendizaje (2017-21) and the Editorial Board for the Journal of Mathematical Behavior; she currently serves on the Editorial Boards for the Journal of the Learning Sciences and Cognition & Instruction.
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.
Mathematics Education, Learning Sciences
-Mathematical thinking and learning, mathematical discourse, algebraic thinking, student understanding of functions.
-Language and learning mathematics, mathematics learners who are bilingual and/or learning English, and mathematics instruction for students who are learning English.
-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.
Mathematics education Mathematical thinking and learning Mathematical discourse Conceptual change in mathematics and science Research design Vygotskian and Neo-Vygotskian theories
-National Academy of Sciences: Member, U.S. National Commission on Mathematics Instruction, National Academies of Sciences, Engineering, and Medicine (2023).
-National Academy of Education: Member, Committee on Civic Reasoning and Discourse, Math Subcommittee (2022-23).
-Martin M. Chemers Award for Outstanding Research, Social Sciences Division, UCSC (2019).
-Distinguished Scholar Award, Special Interest Group for Research in Mathematics Education (SIG-RME), American Educational Research Association (2019).
-Fellow, American Educational Research Association (2018)
-Member, Consensus Committee “Supporting English Learners in STEM Subjects,” National Academy of Sciences, Engineering, and Medicine (NASEM), Division of Behavioral and Social Sciences and Education, Board on Science Education (2017-2019).
-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).
Grants
-National Academy of Education, funded by Gates Foundation, Co-PI, Equity in Math Education Research Grants (EMERG) Program, Early career research grants, (2023-26) $1,700,000.
-UCOP, Co-PI, California Subject Matter Projects-Mathematics (2014-present).
-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).
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.
Mathematics, the Common Core, and language: Focusing on mathematical practices in secondary classrooms. Invited presentation at the MBAMP Conference, UCSC, Santa Cruz, CA, 2019.
What do teachers need to pay attention to language in mathematics classrooms? Invited opening plenary presentation at the Association for Mathematics Education of South Africa (AMESA) yearly conference, Durban, South Africa, 2019.
Mathematics and language: Recommendations for mathematics instruction for students learning the language of instruction. Invited opening plenary presentation at the working conference “Mathematics teaching practices and design principles for fostering students’ language(s) for learning mathematics,” Dortmund Technical University, Dortmund, Germany, 2019.
Integrating language(s) into research on learning: A trajectory of work. Invited Distinguished Scholar Award talk presented at the SIG-RME Business Meeting, Annual Meeting of the American Education Research Association, Toronto, Canada, 2019.
Language and Learning Mathematics: A Socio-Cultural Approach to Academic Literacy in Mathematics. Invited lecture for the 14th International Congress on Mathematical Education (ICME) Shanghai, China, 2021 (online).
Moschkovich, J. N. (2014). Building on student language resources during classroom discussions. In M. Civil & E. Turner (Eds.) The Common Core State Standards in mathematics for English language learners: Grades K-8. Alexandria, VA: TESOL International Association.
Moschkovich, J. N. (2015). Scaffolding mathematical practices. ZDM, 47 (7), 1067-1078.
R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús, Editors (2016). Mathematics Education and Language Diversity, ICMI (International Council for Mathematics Instruction) Study #21. Springer International Publishing.
R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, & M. Villavicencio Ubillús (2016). Introduction: An ICMI study on language diversity in mathematics education. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús (Eds.), Mathematics Education and Language Diversity, ICMI (International Council for Mathematics Instruction) Study #21. Springer International Publishing, 1-22. (Co-authors appear in alphabetical order).
Langer-Osuna, J., Moschkovich, J.N., Norén, E., Powell, A., & Vazquez, S. (2016). Student agency and counter-narratives in diverse multilingual mathematics classrooms: Challenging deficit perspectives. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús (Eds.), Mathematics Education and Language Diversity, ICMI (International Council for Mathematics Instruction) Study #21. Springer International Publishing, 163-173. (Co-authors appear in alphabetical order).
Moschkovich, J. N. (2016). Hearing mathematical competence expressed in emergent language. In D. White, S. Crespo, & M. Civil (Eds.), Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms. The Association of Mathematics Teacher Educator (AMTE) Professional Book Series, Charlotte, NC: Information Age Publishing, 161-170.
Moschkovich, J. N. (2017). Adapting instruction to meet the access and equity principle: Using word problems to support academic literacy in mathematics for English learners. In A. Fernandes, S. Crespo, & M. Civil (Eds.), Access and Equity: Promoting High Quality Mathematics in Grades 6-8. Reston, VA: NCTM, 41-57.
Moschkovich, J., Zahner, W. & Ball, T. (2017). Reading a graph of motion: How multiple textual resources mediate student interpretations of horizontal segments. In J. Langman & H. Hansen-Thomas (Eds.), Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual classroom. New York, NY: Springer, 31-51.
Barwell, R., Moschkovich, J. N., & Setati Phakeng, M. (2017) Language diversity and mathematics: Second language, bilingual and multilingual learners. In J. Cai (Ed.), Compendium for Research in Mathematics Education. Reston, VA: NCTM, 583-606.
Moschkovich, J. N. (2017). Revisiting early research on early language and number names. Eurasia- Journal of Mathematics, Science, & Technology Education, 13(7b), 4143-4156.
Moschkovich, J. N. (2017). Considering silence and precision: Communication practices that support equitable mathematical discussions for marginalized students. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Rotterdam, Netherlands: Sense Publishers.
J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte, Editors (2018). Language and communication in mathematics education: International perspectives. Dordrecht: Springer.
Moschkovich, J. N. & Zahner, W. (2018). Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions. ZDM,The International Journal on Mathematics Education.
J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte, Editors (2018). Language and communication in mathematics education: International perspectives. Dordrecht: Springer.
Moschkovich, J. N. (2018). Talking to learn mathematics: Supporting academic literacy in mathematics for English learners. In Bailey, Maher, & Wilkinson (Eds.), Language, Literacy, and Learning in the STEM Disciplines. New York, NY: Routledge.
Moschkovich, J. N. (2019). A naturalistic paradigm: An introduction to using ethnographic methods for research in mathematics education. In G. Kaiser & N. Presmeg (Eds.) Compendium for Early Career Researchers in Mathematics Education. Dordrecht: Springer.
Moschkovich, J. N. (2019). Code-switching and mathematics learners: How hybrid language practices provide resources for student participation in mathematical practices, reasoning, and communication. In J. MacSwan & C. Faltis (Eds.). Critical Perspectives on Codeswitching in Classroom Settings: Language Practices for Multilingual Teaching and Learning. New York, NY: Routledge.
Moschkovich, J. N. (2021). Learners’ language in mathematics classrooms: What we know and what we need to know. In N. Planas, C. Morgan, & M. Schütte (Eds.). Classroom Research on Mathematics and Language, 60-76. Abingdon, UK: Routledge.
Huitzilopochtli, S. Foxworthy-Gonzalez, J., Moschkovich, J.N., McHugh, S.R., & Callanan, M.A. (2021). Noticing multilingual and non-dominant students’ strengths for learning mathematics and science. In A. Essien & A. Msimanga’s (Eds.) Multilingual education yearbook 2021: Policy and practice in STEM multilingual contexts, 155-173. Dordrecht: Springer.
Moschkovich, J.N. & Scott, J. (2021). Language issues in mathematics word problems for English Learners. In A. Fritz-Stratmann, E. Gürsoy and M. Herzog (Eds.), Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism, 331-349. Berlin, Germany: DeGruyter Press.
Moschkovich, J. N. (2021). Language and learning mathematics: A sociocultural approach to academic literacy in mathematics, Videm on Literacy, Vol. 39, 6-15.
Krause, C. M., Di Martino, P. & Moschkovich, J. N. (2021). Tales from three countries: Reflections during Covid-19 for mathematics education in the future. Educational Studies in Mathematics.
Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning – A review of the state of development and research. ZDM,The International Journal on Mathematics Education, 53, 245-262.
Moschkovich, J. N. (2021). Language and learning mathematics: A sociocultural approach to academic literacy in mathematics, Videm on Literacy, Vol. 39, 6-15.
Huitzilopochtli, S. Foxworthy-Gonzalez, J., Moschkovich, J.N., McHugh, S.R., & Callanan, M.A. (2021). Noticing multilingual and non-dominant students’ strengths for learning mathematics and science. In A. Essien & A. Msimanga’s (Eds.) Multilingual education yearbook 2021: Policy and practice in STEM multilingual contexts, 155-173. Dordrecht: Springer.
Moschkovich, J. N. (2023). Speaking Mathematically: Framing practices, hearing registers, listening for silence. For the Learning of Mathematics, 43-49.
Moschkovich, J.N. (2023). "Academic Literacy in Mathematics" to frame mathematical writing research and practice: Writing and revising for mathematical practices. In M. Colonese, T. Casa, & F. Cardetti (Eds.), Illuminating and Advancing the Path for Mathematical Writing Research. IGI Global.
Moschkovich, J.N. (in press). Language and learning mathematics: A socio-cultural approach to "Academic Literacy in Mathematics," Invited lecture. To appear in Wang, J. (Ed.), Proceedings of the 14th International Congress on Mathematical Education (ICME)-Shanghai, China. Singapore: World Scientific Publishing Co.
1. Podcast-Math Ed Podcast (2019)Recording of Distinguished Scholar talk "Integrating Language(s) into Research on Mathematics Learning", AERA SIG-RME business meeting. Toronto, Canada.
4. Yopp Distinguished Speaker in Mathematics Education. School of Education, University of North Carolina, Greensboro, NC (2015). Morning talk for researchers (1 hour): A Socio-Cultural Approach to Academic Literacy in Mathematics for English Learners and Afternoon talk for practitioners (1 hour): Mathematics and Language: Supporting English Learners in Mathematics Classrooms.
