**Office:** Katharine Reed Cudahy Hall,
Room 326

**Phone:** (414) 288-5299

**E-mail: ** john.moyer@marquette.edu

- Mathematics for Elementary Teachers
- Calculus

- Development of Algebraic Thinking; Curriculum Effectiveness
- Pre-Service Teacher Education
- NSF-funded research project: A Longitudinal Investigation of the Effects of Curriculum on Algebraic Learning (LieCal), 2004-2015

- Cai, J., Nie, B.,
**Moyer, J. C.**, & Wang, N.,*Teaching Mathematics using Standards-based and Traditional Curricula: A Case of Variable Ideas.*In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 391-415). New York, NY: Springer, 2014. - Cai, J.,
**Moyer, J. C.**, & Wang, N.,*Longitudinal Investigation of the Effect of Middle School Curriculum on Learning in High School.*In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37^{th}Conference of the International Group for the Psychology in Mathematics Education (pp. 137-144). Kiel, Germany: PME, 2013. - Nie, B., Freedman, T., Hwang, S., Wang, N.,
**Moyer, J. C.**, & Cai, J.,*An Investigation of Teachers’ Intentions and Reflections about using Standards*-*based and Traditional Textbooks in the Classroom**.*Zentralblatt für Didaktik der Mathematik (ZDM—International Journal on Mathematics Education),*45*(5), 699-711, 2013. - Magiera, M., van den Kieboom, L., &
**Moyer, J. C.**,*An Exploratory Study of Pre-service Middle School Teachers' Knowledge of Algebraic Thinking*. Educational Studies in Mathematics,*84*(1), 94-113, 2013. - van den Kieboom, L., Magiera, M., &
**Moyer, J. C**.*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*: Volume 17, Issue 5, 429-461, 2014*.

- Cai, J.,
**Moyer, J. C.**, Wang, N., Hwang, S., Nie, B., & Garber, T.,*Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning.*Educational Studies in Mathematics,*83*(1), 57-69, 2012.