Dr. Bryan Moseley is an assistant professor in the Education Division at Chaminade University where he teaches courses in mathematics education, educational research, child development and educational psychology. His research interests include teachers and student’s mathematical reasoning with algebra and rational number. He has previously been funded by the Spencer Foundation to study cross-national differences in US and Japanese teachers. His most recent work compares the results of traditional and standards-based methods of algebra instruction on student problem-solving.
Moseley, B. & Brenner, M. E. (2009). A comparison of curricular effect on the integration of arithmetic and algebraic schemata in pre-algebra students. Instructional Science, 37, 1-20.
Moseley, B. & Okamoto, Y. (2008). Investigating fourth graders’ linking of rational number representations: A mixed methods approach. School Science & Mathematics, 108(6), 238 – 250
Moseley, B. & Dustin, D. (2008). Teaching as chaos. College Teaching, 56, 140 – 142.
Moseley, B. & Okamoto, Y. (2008, March). In my opinion: Making it accessible: What U.S. teachers should know about Japanese mathematics teaching and schooling. Teaching Children Mathematics, 14, 387-388.
Moseley, B. Okamoto, Y.& Ishida, J. (2007). Comparing US and Japanese elementary school teachers’ facility for linking rational number representations. International Journal of Science and Mathematics Education, 5, 165-185.
Dubrow, G., Moseley, B. & Dustin, D. (2006). Life at mission creep U: What you can do when your college changes focus in the middle of your career? Academe, 93, 24-28.
Moseley, B. (2005). Students’ early mathematical representation knowledge: The effects of emphasizing single or multiple perspectives of the rational number domain in problem solving. Educational Studies in Mathematics, 60, 37-69.