John C. Moyer

Marquette University — United States

Social Sciences · Social Sciences

17h-index931citations56works1.52yr avg
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Research Topics

Mathematics Education and Teaching Techniques(32), Cognitive and developmental aspects of mathematical skills(19), Mathematics Education and Pedagogy(11), Educational Assessment and Pedagogy(8), Teacher Education and Leadership Studies(6)

Publications56 total

An Experience Report on a Conversion Masters Degree Program in Computer Science for Non-CS Majors
2025· 1 citedOpen Access
Student learning and instructional tasks in different curricular contexts: A longitudinal study
International Journal of Educational Research·2024· 2 cited
Rapid Entry into Masters in Computing Program for Non-Majors
2021· 9 citedOpen Access
Attitudes of high-school students taught using traditional and reform mathematics curricula in middle school: a retrospective analysis
Educational Studies in Mathematics·2018· 36 cited
K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions
e-Publications@Marquette (Marquette University)·2017· 5 citedOpen Access
Learning to Notice Student Thinking About the Equal Sign: K-8 Preservice Teachers’ Experiences in a Teacher Preparation Program
2017· 16 cited
O Projeto Local e sua Investigação de Estratégias de Solução de Problemas como uma Medida de Efeitos Curriculares Longitudinais sobre a Aprendizagem dos Alunos
SHILAP Revista de lepidopterología·2016Open Access
A Response to Mathematical Problem Posing as a Measure of Curricular Effect on Students’ Learning
Educational Studies in Mathematics·2016
Mathematical problem posing as a measure of curricular effect on students’ learning: a response
Educational Studies in Mathematics·2015· 1 cited
Longitudinally Investigating the Impact of Curricula and Classroom Emphases on the Algebra Learning of Students of Different Ethnicities
2015· 2 cited
Problem-Solving Strategies as a Measure of Longitudinal Curricular Effects on Student Learning.
Proceedings of the ... PME Conference·2014· 4 cited
Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during diagnostic algebraic thinking interviews
Journal of Mathematics Teacher Education·2013· 22 cited
Teaching Mathematics Using Standards-Based and Traditional Curricula: A Case of Variable Ideas
Advances in mathematics education·2013· 3 cited
An exploratory study of pre-service middle school teachers’ knowledge of algebraic thinking
Educational Studies in Mathematics·2013· 52 cited
An investigation of teachers’ intentions and reflections about using Standards-based and traditional textbooks in the classroom
ZDM·2013· 14 cited
Longitudinal Investigation of the Effect of Middle School Curriculum on Learning in High School
e-publications - Marquette (Marquette University)·2013· 4 cited
Longitudinally Investigating the Impact of Curricula and Classroom Emphases on Equity in Algebra Learning.
Proceedings of the ... PME Conference·2012
Mathematical problem posing as a measure of curricular effect on students' learning
Educational Studies in Mathematics·2012· 150 cited
Mathematical Dispositions and Student Learning: A Metaphorical Analysis
e-Publications@Marquette (Marquette University)·2012· 7 citedOpen Access
Pre-Service Teachers' Questioning and Their Algebraic Thinking Ability
e-Publications@Marquette (Marquette University)·2011
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Frequent Co-authors

Jinfa Cai(25), Bikai Nie(14), Marta T. Magiera(9), Leigh A. van den Kieboom(9), Stephen Hwang(8), Margaret B. Moyer(8), Ning Wang(7), Larry Sowder(6), Judith Threadgill‐Sowder(6), Wang Ning(3), Ning Wang(3), Swee Fong Ng(2), Chuang Wang(2), Victoria Robison(2), Ning Wang(2), Gary S. Krenz(2), Steven Silber(2), Jeffrey C. Shih(2), Tammy Garber(1), Hee Chan Lew(1)