Judit Moschkovich

Judit Moschkovich's AcademicInfluence.com Rankings

Judit Moschkovich

Education

#1492

World Rank

#2118

Historical Rank

#571

USA Rank

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Education

Judit Moschkovich's Degrees

PhD Education Stanford University
Masters Education Stanford University
Bachelors Mathematics University of California, Berkeley

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Why Is Judit Moschkovich Influential?

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According to Wikipedia, Judit Nora Moschkovich is a professor in mathematics education and the learning sciences at the University of California, Santa Cruz. 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.

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Judit Moschkovich's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002) (483)
Supporting the Participation of English Language Learners in Mathematical Discussions. (1999) (287)
Using Two Languages When Learning Mathematics (2006) (264)
EXAMINING MATHEMATICAL DISCOURSE PRACTICES (2007) (155)
Academic literacy in mathematics for English Learners (2015) (128)
Language and mathematics education : multiple perspectives and directions for research (2010) (123)
Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners (2013) (120)
Moving Up and Getting Steeper: Negotiating Shared Descriptions of Linear Graphs (1996) (102)
Appropriating Mathematical Practices: A Case Study of Learning to Use and Explore Functions Through Interaction with a Tutor (2004) (93)
Integrating a Naturalistic Paradigm Into Research on Mathematics and Science Cognition and Learning (2000) (88)
“I Went by Twos, He Went by One”: Multiple Interpretations of Inscriptions as Resources for Mathematical Discussions (2008) (83)
Mathematics education and language diversity : the 21st ICMI study (2016) (53)
Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research (2021) (45)
Students' use of the x-intercept as an instance of a transitional conception (1998) (45)
Chapter 1: An Introduction to Examining Everyday and Academic Mathematical Practices (2002) (43)
Resources for Refining Mathematical Conceptions: Case Studies in Learning About Linear Functions (1998) (41)
Scaffolding student participation in mathematical practices (2015) (40)
Mathematics teaching practices with technology that support conceptual understanding for Latino/a students (2012) (38)
What Counts as Mathematical Discourse (2003) (37)
Learning to Graph Linear Functions: A Case Study of Conceptual Change (2001) (36)
Mathematics Education and Language Diversity: A Dialogue Across Settings (2013) (33)
Beyond Words to Mathematical Content: assessing English Learners in the Mathematics Classroom (2007) (31)
How Equity Concerns Lead to Attention to Mathematical Discourse (2012) (30)
Mathematics, the Common Core Standards, and Language: Mathematics Instruction for ELS Aligned with the Common Core. (2012) (30)
Issues Regarding the Concept of Mathematical Practices (2013) (24)
Chapter 6. How Language and Graphs Support Conversation in a Bilingual Mathematics Classroom (2009) (20)
Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions (2018) (19)
Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives (2016) (16)
Environments for collaborating mathematically: the middle-school mathematics through applications project (1995) (15)
Positioning oneself in mathematics education research (2013) (14)
Talking while Computing in Groups: The Not-So-Private Functions of Computational Private Speech in Mathematical Discussions (2010) (14)
Introduction to the JRME Equity Special Issue (2013) (12)
Using Two Languages When Learning Mathematics: How Can Research Help Us Understand Mathematics Learners Who Use Two Languages? Research Brief. (2009) (12)
Tales from three countries: reflections during COVID-19 for mathematical education in the future (2021) (9)
Proficiency and beliefs in learning and teaching mathematics : learning from Alan Schoenfeld and Günter Törner (2013) (9)
Recommendations for Research on Language and Learning Mathematics (2018) (9)
Talking to Learn Mathematics With Understanding : Supporting Academic Literacy in Mathematics for English Learners (2018) (9)
A Sociocultural Approach to Academic Literacy in Mathematics for Adolescent English Learners: Integrating Mathematical Proficiency, Practices, and Discourse (2015) (9)
Chapter 6: Bringing Together Workplace and Academic Mathematical Practices during Classroom Assessments (2002) (8)
Introduction: An ICMI Study on Language Diversity in Mathematics Education (2016) (6)
Revisiting Early Research on Early Language and Number Names (2017) (5)
Rethinking Authentic Assessments of Student Mathematical Activity. (1998) (5)
A Naturalistic Paradigm: An Introduction to Using Ethnographic Methods for Research in Mathematics Education (2019) (4)
International Perspectives on Language and Communication in Mathematics Education (2018) (4)
The Social Organization of a Middle School Mathematics Group Discussion (2010) (4)
Representational technology for learning mathematics: an investigation of teaching practices in Latino/a classrooms (2010) (4)
Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments (2017) (3)
Introduction to the Special Issue on Equitable Access to Participation in Mathematics Discussions: Students’ Discourse, Experiences, and Perspectives (2011) (3)
Codeswitching and Mathematics Learners (2019) (2)
Language and Communication in Mathematics Education: International Perspectives (2018) (2)
Noticing Multilingual and Non-dominant Students’ Strengths for Learning Mathematics and Science (2021) (2)
REASONING ABOUT A GRAPH OF MOTION AND A STORY: HOW MULTIPLE RESOURCES MEDIATE INTERPRETATIONS OF HORIZONTAL SEGMENTS (2008) (1)
Mathematics, Language, and Bilingual Latina/o Learners: A Review of the Empirical Research Literature (2010) (1)
Considering Silence and Precision (2018) (1)
The Canadian Journal for Science, Mathematics and Technology Education (2010) (1)
Student Interpretations of a Graph of Motion: An Analysis of how Joint Focus of Attention Mediates Conceptions (2007) (0)
Annual Report: 2000–2001 AERA Officers and Committees (2001) (0)
People, Places, and Things: Multiple Perspectives on Learning Opportunities for Diverse Populations (2004) (0)
Scaffolding student participation in mathematical practices (2015) (0)
Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions (2018) (0)
Bilingual/Multilingual Issues in Learning Mathematics (2020) (0)
Language issues in mathematics word problems for English learners (2021) (0)
Correction to: Mathematics Education and Language Diversity (2021) (0)
Topic Study Group No. 31: Language and Communication in Mathematics Education (2017) (0)
Learners’ language in mathematics classrooms (2021) (0)

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Judit Moschkovich's Academic­Influence.com Rankings