Joan Moss
Associate Professor (CSE/DPE)
Dr. Eric Jackman Institute of Child Study, Room 304
Tel: 416-934-4504
Fax: 416-934-4500
joan.moss@utoronto.ca
Keywords
Cognitive development and teacher and student's mathematics learning
Research Interests
Mathematics education, mathematical reasoning, teacher and student development in mathematics
Representative Publications
Tepylo, D., & Moss , J. Examining Mechanisms of Japanese Lesson Study (in press). in L C Hart, A Alston & A Murata, eds. Learning Together: Lesson-study research and practice in mathematics education. Springer
Moss, J. & Beatty, R. (in press). Knowledge building and mathematics learning: Shifting the responsibility for learning and engagement. Canadian Journal of Learning Technology.
Textbook series: - Real Math series grades 1-6; Teachers Editions grades 1-6.
Willoughby, S.S., Bereiter, C., Hilton, P., Rubinstein, J.H., Moss, J., Pedersen, J.J. (2007). Real Math, SRA/McGraw Hill, Columbus, OH
Peer Reviewed Chapters in National Council of Teachers of Mathematics Yearbooks
All chapters have gone through stringent peer and editorial reviews.
Moss, J., Beatty, R., Shillolo, G. &Barkin, S. (2008) What is your theory? What is your rule? Fourth graders build their understanding of patterns and functions on a collaborative database. In C. Greenes (Ed.), Algebra and Algebraic Thinking in School Mathematics: The National Council of Teachers of Mathematics 70th Yearbook (2008). Reston Va. pp 155-168
Beatty, R. & Moss, J. (2007). Teaching the equal sign to children with learning disabilities: Moving from concrete to abstractions. In M.E. Stutchens& W.G. Martin (Eds).,The Learning of Mathematics, National Council of Teachers of Mathematics 69th Yearbook (2007). Reston, VA. pp 27- 43
London McNab, S.& Moss, J. (2006) That's not fair! Collaborative mathematical modelling in data management with 5th and 6th Grade students. In G.F. Burrill& P. Elliott (Eds) National Council of Teachers of Mathematics 68th Year Book: Thinking and Reasoning with Data and Chance, Reston, VA.
Moss, J. (2002). Percents and proportion at the center: Altering the teaching sequence for rational number. In B. Littweiller (Ed.), Making Sense of Fractions, Ratios, and Proportions (pp. 109-120). Reston, VA: National Council of Teachers of Mathematics.
Moss, J. & Beatty, R. ( 2006). Knowledge building in mathematics: Supporting
collaborative learning in pattern problems . InternationalJournal of Computer
Supported Collaborative Learning Volume 1, Number 4 441–465
***
Moss, J. (2005) Pipes, tubes, and beakers: Teaching rational number. In J. Bransford and S. Donovan (Eds.), How Children Learn: History Science and Mathematics in the Classroom . National Academy Press.
Moss & Caswell (2004). Connecting Linear Measurement to the Learning of Ratio and Proportion by Building Percent Dolls In Teaching Children Mathematics Measurement Focus Issue. National Council of Teachers of Mathematics, Reston, VA. 10 (2) 68-74.
Moss, J. (2003, Feb). On The Way To Computational Fluency: Beginning With Percents as a Way Of Developing Understanding Of The Operations in Rational Numbers, (pp.335- 345) In Teaching Children Mathematics Focus Issue Computational Fluency. Reston, VA: National Council of Teachers of Mathematics.
Moss, J. (2002). Precents and proportion at the center: Altering the teaching sequence for rational number. Making Sense of Fractions, Ratios, and Proportions. In B. Littweiller (Ed.), The NCTM 2002 Yearbook (pp. 109-120). The NCTM 2002 Yearbook.
Moss, J., & Case, R. (2002). Developing children's understanding of the rational numbers. In J. Sowder & B. Chapelle (Eds.), Lessons Learned from Research (pp. 143-150). Reston, VA: National Council of Teachers of Mathematics.