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Joan Moss

Associate Professor Emerita

Dr. Eric Jackman Institute of Child Study


joan.moss@utoronto.ca

Link to the Math For Young Children Project at the Robertson Program website

 
Keywords

  • Mathematical cognition in rational number and early algebra and linear functions
  • Teacher professional development and Japanese Lesson Study
  • Early mathematics instruction
  • Geometry and spatial reasoning in early years
Joan Moss

Research Interests

 

A former elementary teacher, Joan's research has focused on the design of developmentally based curricula highlighting areas of mathematics that are traditionally challenging for students. Her curriculum for rational number—decimals, fractions, and percentages—was published by McGraw Hill as part of a US mathematics textbook series. Her research on early algebra has appeared in numerous international publications. Since 2011, Joan has been co-Principal investigator of the Math for Young Children (M4YC) project, which has involved her in working with more than 200 teachers and their students to support the teaching and learning of spatial reasoning in Early Years' classrooms. Most recently, she has collaborated with the Robertson Program for Inquiry-Based Teaching in Math and Science at OISE to expand the M4YC initiative to include collaborations with four First Nations communities and the Rainy River District School Board. Please see Math for Young Children Project at www.oise.utoronto.ca/robertson

Selected Recent Publications

Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (under review). Enhancing children’s spatial and numerical skills through a dynamic spatial approach to early geometry instruction: Effects of a seven-month intervention. Cognition and Instruction.

Hawes, Z., Moss, J., Caswell, B.  (under review). A Marriage Proposal: Introducing a Teacher-Researcher Professional Development Model that Integrates Mind, Brain, and Education.  Mind, Brain and Education.

Moss, J., Bruce, C., Bobis, J. (in press). Young Children’s Access to Powerful Mathematics Ideas: A Review of Current Challenges and New Developments in the Early Years. In L. English & D., Kirshner (eds) Handbook of International Research in Mathematics Education. 3rd edition.  New York, NY: Routledge

Hawes, Z., Moss, J., Caswell, B., & Poliszczuk, D. (in press). Effects of mental rotation training on children’s spatial and mathematics performance. Trends in Neuroscience and Education.

Tepylo, D.H., Moss, J. Stephenson, C. (2015) A developmental look at a rigorous block play program. YC- Young Children, 70 (1), pp 18-25 

Hawes, Z., LeFevre, J., Xu, C., & Bruce, C. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education, 9(1), 10-18. doi:10.1111/mbe.12051

Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM – The International Journal on Mathematics Education, 47(3), 1-14. doi:10.1007/s11858-015-0679-2

Hawes, Z., Tepylo, D., & Moss, J. (2015). Developing spatial thinking: Implications for early mathematics  education. In Davis, B. (Ed.). Spatial reasoning in the early years: Principles, assertions and speculations. New York, NY: Routledge.

Bruce, C., Sinclair, N., Moss, J., Hawes, Z., & Caswell, B. (2015). Spatializing mathematics curricula. In Davis, B. (Ed.). Spatial reasoning in the early years: Principles, assertions and speculations. New York,  NY: Routledge

Hawes, Z., Moss, J., Finch, H., & Katz, J. (2013). Choreographing patterns and functions. Teaching Children Mathematics, 19(5), 302-309.

Sinclair, N., & Moss, J. (2012). The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environments. International Journal of Education Research, 51&52, 28-44.

Moss, J., Messina, R., Morley, E. & Tepylo, D. (May 2012) Sustaining professional collaborations over 6 years: Using Japanese Lesson Study to improve the teaching and learning of mathematics. In J.Bay-Williams, (Ed.)., Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All: : The National Council of Teachers of Mathematics 70th Yearbook (2012). Reston Va.

Tepylo, D., & Moss, J. (2011) Examining Change in Teacher Mathematical Knowledge Through Lesson Study. In L. C., Hart, A. Alston & A., Murata, Eds. Lesson-study research and practice in mathematics education. Springer pp 59-79.

Moss, J. & London McNab, S. (2011) An Approach to Geometric and Numeric Patterning that Fosters Second Grade Students’ Reasoning and Generalizing about Functions and Co-variation in J. Cai, and E., Knuth (Eds) Early Algebraization: A Global Dialogue from Multiple Perspectives (Advances in Mathematics Education) Springer

Moss, J. & Beatty, R. (2010). Knowledge building and mathematics learning: Shifting the responsibility for learning and engagement. Canadian Journal of Learning Technology. Volume 36(1)

Moss, J., Messina, R., Morley, E. & Tepylo, D. (May 2012) Sustaining professional collaborations over 6 years: Using Japanese Lesson Study to improve the teaching and learning of mathematics. In J.Bay-Williams, (Ed.)., Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All: : The National Council of Teachers of Mathematics 70th Yearbook (2012). Reston Va.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

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