More Information

Daniel Ness

Associate Professor
Curriculum and Instruction
PhD, Department of Mathematics, Science, & Technology; Specialization in Developmental Psychology and Mathematical Thinking, Columbia University, Graduate School of Arts and Sciences
MPhil, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Graduate School of Arts and Sciences
MS, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Teachers College
MA, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Teachers College
MA, Musicology, Department of Music, Columbia University, Graduate School of Arts and Sciences
BA, Music and Mathematics, State University of New York (SUNY) at Albany
Daniel Ness holds a Ph.D. from Columbia University’s Graduate School of Arts and Sciences; an M.S. and M.A. from Columbia University, Teachers College; an M.A. from Columbia University, Graduate School of Arts and Sciences; and a B.A. from SUNY at Albany. He joins St. John’s University as an associate professor of curriculum and instruction. Prior to coming to St. John’s, Dr. Ness taught at Dowling College and Queens College, CUNY. He specializes in spatial development and cognition in STEM curriculum from birth through adolescence. He has taught courses in mathematics, natural science, human development, educational psychology, and mathematics and science pedagogical content. He has also developed assessment techniques for diagnosing mathematical and scientific thinking. In addition, Dr. Ness has authored numerous articles on mathematics development and spatial and geometric thinking. His book, Spatial Intelligence: Why It Matters from Birth through the Lifespan (Routledge) is forthcoming.

Courses Taught

EDU
1021I
R.I.S.E INTERN/CHILDHOOD EDU
EDU
1021R
R.I.S.E RESIDENT/CHILDHOOD EDU
EDU
7137
CUR TRENDS/RES/ASSMT TEACH MTH
EDU
7299T
MATH CONTENT & BEST PRACTICES
EDU
7399T
PLANNING/INSTRUCTING/ASSESSING
EDU
ROME
EDUCATION: ROME CAMPUS

Select Publications

Journal Articles

Ness, D., Farenga, S. J., Shah, V., and Garofalo, S. G. (2016). Repositioning science reform efforts: Four practical recommendations from the field. Improving Schools. vol. 19, pp. 258-266.

Ness, D., and Farenga, S. (2016). Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects. American Journal of Play. vol. 8, pp. 201-227.

Farenga, S. J., Ness, D., and Sawyer, R. D. (2015). Avoiding Equivalence by Leveling: Challenging the Consensus-Driven Curriculum that Defines Students as ‘Average’. Journal of Curriculum Theorizing. vol. 30, pp. 8-27.

Farenga, S. J., Ness, D., and Hutchinson, M. (2015). Discussion of Animal Stem Cells in the Classroom. The American Biology Teacher. vol. 77, pp. 405-412.

Books

Ness, D., and Farenga, S. J. (2007). Knowledge under construction: The importance of play in developing children's spatial and geometric thinking. Lanham, MD: Rowman & Littlefield. (2017). Alternatives to Privatizing Public Education and Curriculum: Conversations in Honor of Dale D. Johnson. New York: Routledge Taylor & Francis.

Ness, D., Farenga, S. J., and Garofalo, S. G. Spatial Intelligence: Why It Matters from Birth through the Lifespan. New York: Routledge Taylor & Francis.

Ness, D., and Farenga, S. J. (2007). Knowledge under construction: The importance of play in developing children's spatial and geometric thinking. Lanham, MD: Rowman & Littlefield.

Johnson, D. D., Johnson, B., Farenga, S. J., and Ness, D. (2005). Trivializing Teacher Education: The Accreditation Squeeze. Lanham, MD: Rowman & Littlefield. pp. 248.

Farenga, S. J., and Ness, D. (2005). Encyclopedia of Education and Human Development. New York: Routledge Taylor & Francis.

Others

Ness, D., and Lin, C. (2013). International education: An encyclopedia of contemporary issues and systems. New York: Routledge Taylor & Francis. pp. 901.