Summary
Dr. Diana Moss received her B.A. in Discrete Mathematics and her M.S. in Applied Mathematics from University of Nevada, Reno. After teaching middle school mathematics for two years, she earned her Ph.D. in Curriculum, Teaching, and Learning with an emphasis in Mathematics Education from the University of Nevada, Reno. Prior to joining the University in 2020, she was on faculty at Appalachian State University for four years and Utah State University for two years. She teaches courses in mathematics and mathematics for elementary school teachers. Her research interests include children’s mathematical thinking and teacher education.
Dr. Diana Moss was named the 2020 College of Science Young Alumni of the Year. The recipient of this award must be a graduate of the University of Nevada, Reno College of Science who is not more than 15 years past graduation, have outstanding records of distinguished career accomplishments, and/or have exhibited dedication, commitment, and service to the College and/or their home department.
Research interests
- Middle grades students’ changing conceptions of variables in early formal algebra
- Undergraduate students’ conceptual understanding of fractions
- The development of elementary pre-service teachers’ instructional strategies for mathematical thinking and learning
Courses taught
- CS 365 (Mathematics and Computer Science)
- MATH 120 (Fundamental Math)
- MATH 122 (Number Concepts for Elementary School Teachers)
- MATH 123 (Stats/Geometry Concepts for Elementary School Teachers)
- MATH 124 (College Algebra)
- MATH 126 (Pre-Calculus I)
- MATH 127 (Pre-Calculus II)
- MATH 181 (Calculus I-large & small classes)
- MATH 182 (Calculus II)
- MATH/STAT 777 (Seminar in Teaching Mathematics and Statistics)
- STAT 152 (Introduction to Statistics)
Education
- Ph.D. May 2014 Curriculum, Teaching, and Learning (Mathematics Education), University of Nevada, Reno
- M.S. May 2008 Applied Mathematics, University of Nevada, Reno
- B.A. May 2006 Discrete Mathematics, University of Nevada, Reno
Selected publication
- Moss, D., Bertolone-Smith, C., Boyce, S., MacDonald, B., Grabhorn, J., & Roman, C. (2022). Tensions between objectivism and constructivism in organizing and enacting student learning in online STEM education. The Educational Forum, 86(4), 1-17.
- Moss, D., Wilson, R., & Divis, D. (2022). Pre-service elementary school teachers’ perceptions of themselves as learners of mathematics and science. Journal on Empowering Teaching Excellence, 6(1), 4-28.
- Boyce, S., & Moss, D. (2022). The role of representation in supporting prospective teachers’ understandings of fractions as measures. International Journal for Mathematics Teaching and Learning, 23(1), 64-93.
- MacDonald, B. L., Moss, D., & Hunt, J. H. (2020). Dominoes: Promoting units construction and coordination. Mathematics Teacher: Learning and Teaching Pre-K–12.
- Moss, D., Boyce, S., & Lamberg, T. (2020). Representations and conceptions of variables in students’ early understandings of functions. International Electronic Journal of Mathematics Education, 15(2), 1-14.
- Lamberg, T., Gillette-Koyen, L., & Moss, D. (2020). Formative assessment and teacher decision making to support mathematical instruction. Mathematics Teacher Educator, 8(2), 1-22.
- Czocher, J., Moss, D., & Maldonado, L. (2020). Revitalizing and repurposing conventional word problems. Mathematics Teacher: Learning and Teaching PreK-12, 113(5), 404-410.
- Moss, D., & Lamberg, T. (2019). Conceptions of expressions and equations in early algebra: A learning trajectory. International Journal for Mathematics Teaching and Learning, 20(2), 170-92.
- Moss, D., & Poling, L. (2019). Using a noticing framework in a mathematics methods course. Journal on Empowering Teaching Excellence, 3(1), 1-16.
- Boyce, S., & Moss, D. (2019). A re-emergent analysis of early algebraic learning. The Mathematics Enthusiast, 16(1), 409-436.
- Moss, D., Bertolone-Smith, C., & Lamberg, T. (2018). A framework for reflective practice. Journal of Practitioner Research, 3(2), 1-10.
- Moss, D., Czocher, J., & Lamberg, T. (2018). Frustrations with understanding variables is natural. Mathematics Teaching in the Middle School, 24(1), 10-17.