Kevin C. Moore

Biography

Born and raised in Ohio, I attended The University of Akron from 2001-2006. When not spending my time on the golf course, I worked as a Graduate Assistant in the Department of Mathematics. I grew curious about my students’ mathematical thinking when teaching as part of the assistantship duties. This curiosity landed me in the sunny state of Arizona at Arizona State University under the guidance of Professor Marilyn P. Carlson. I immediately grew interested in the constructivist movement in mathematics education, and specifically the ability to take a scientific-inquiry approach to modeling students’ mathematical thinking that aligned with my applied mathematics/physics background. Since this initial interest, I have rooted myself with other researchers who participate in this progressive research program in the hopes of better understanding students’ mathematical thinking, improving the teaching and learning of mathematics, and opposing outcome-based forces in education.

As hobbies, I enjoy golf, college football, traveling, and laid back evenings with family and friends.

Areas of Expertise

  • secondary mathematics
  • undergraduate mathematics
  • calculus
  • precalculus
  • quantitative reasoning

Interests

  • student cognition
  • quantitative reasoning
  • covariational reasoning
  • representations
  • graphing

Concentrations

Education

  •  Ph.D. in Mathematics, 2010
    Arizona State University
  •  M.S. in Applied Mathematics, 2006
    The University of Akron
  •  B.S. in Applied Mathematics, 2006
    The University of Akron
Google Scholar Page Download CV

Contact

 Aderhold Hall, 111K
 706-542-3211 (office)
 @kevcmoore
 https://www.squaresandcircles.me/post/spreading-the-word

Research Summary

My main interest is developing empirically-grounded descriptions of students’ quantitative and covariational reasoning in the context of major precalculus and calculus topics. I am currently investigating how to create situations that engender prospective secondary mathematics teachers’ quantitative and covariational reasoning, including how to use multiple representations and coordinate systems to accomplish this goal.

Grants

National Science Foundation DUE IUSE RAPID Program, Creating Opportunities for Visualization of Data: Applying STEM Education Research
Our National Science Foundation RAPID grant (DUE- 2032688) incorporates a diverse project team to investigate how people interpret media used quantitative data representations (QDRs) of COVID-19 data. Drawing on our respective areas of expertise, we also produce novel QDRs to support individuals in making data-informed decisions regarding their behavior, personal health risk, and the health risk of others.
National Science Foundation Education and Human Resources Fundamental Research in STEM. Generalization Across Multiple Mathematical Areas: Classrooms and Teaching
GAMMA-CAT explores how productive mathematical generalization can be supported in whole-classroom settings. Drawing on their research expertise, the project team investigates students’ classroom generalizations and the instructional, task, and pedagogical supports for fostering generalizing in the mathematical domains of algebra, advanced algebra, trigonometry, calculus, and combinatorics in Grades 6 - 16. Project results are reported through various research- and practice-based resources including papers, presentations, instructional materials, and pedagogical practices.
National Science Foundation CAREER, Advancing Secondary Mathematics’ Teachers Quantitative Reasoning
We seek to support students’ and teachers’ mathematical thinking and learning. We eschew traditional topical approaches to teaching mathematics, and instead work to create experiences that capture our evolving understandings of how students think and learn. This approach allows us to develop products that create transformative learning experiences by tapping the creativity of students and teachers.

Publications

Articles

United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data
  • Yoon, H., Byerley, C. O., Joshua, S., Moore, K. C., Park, M. S., Musgrave, S., Valaas, L. & Drimalla, J. (2021)
  • The Journal of Mathematical Behavior, 62
Figurative and operative partitioning activity: Students’ meanings for amounts of change in covarying quantities
  • Liang, B. & Moore, K. C. (2020)
  • Mathematical Thinking and Learning, 23(4), 291-317
Pre-service teachers’ figurative and operative graphing actions
  • Moore, K. C., Stevens, I. E., Paoletti, T., Hobson, N. L. F., & Liang, B. (2019)
  • The Journal of Mathematical Behavior, 56
Conventions, habits, and U.S. teachers’ meanings for graphs
  • Moore, K. C., Silverman, J., Paoletti, T., Liss, D., & Musgrave, S. (2019)
  • The Journal of Mathematical Behavior, 53, 179–195
Reasoning within quantitative frames of reference: The case of Lydia
  • Lee, H. Y., Moore, K. C., Tasova, H. I. (2019)
  • The Journal of Mathematical Behavior, 53, 81–95
A covariational understanding of function: Putting a horse before the cart
  • Paoletti, T., & Moore, K. C. (2018)
  • For the Learning of Mathematics, 38(3), 37-43
Read more at my personal website

Chapters

Graphical shape thinking and transfer
  • Moore, K. C. (2021)
  • In C. Hohensee & J. Lobato (Eds.), In C. Hohensee & J. Lobato (Eds.) Transfer of learning: Progressive perspectives for mathematics education and related fields (pp. 145-171). Springer.